4. Select the ten most important factors which must be considered in the proper location of a site. Weight these factors on a scale of 100.

5. Does the diagram present the case with sufficient emphasis? If not, how would you propose to represent the case graphically?

BIBLIOGRAPHY

ENGELHARDT, F. Survey Report of the Public Schools of Superior, Wis. Board of Education, Superior, Wis., 1925.

ENGELHARDT, N. L. A School Building Program for Cities. Bureau of Publications, Teachers College, Columbia University, 1918.

HART, F. W., PETERSON, L. H. ET AL. A School Building Survey and Schoolhousing Program for San Rafael, Calif. Bureau of Research in Education, Study No. 8, University of California, 1922.

NATIONAL EDUCATION ASSOCIATION COMMISSION ON THE REORGANIZATION OF SECONDARY EDUCATION. High School Buildings and Grounds. U. S. Bureau of Education, Bulletin, 1922, No. 23, Washington, D. C.

NEALE, M. G. AND SEVERSON, S. B. A School Building Program for the City of Duluth, Minn. Board of Education, Duluth, Minn., 1922.

PACKER, P. C., GREENE, H. A. ET AL. A School Building Program for Cedar Rapids, Iowa. Board of Education, Cedar Rapids, Iowa, 1924.

STRAYER, G. D., ENGELHARDT, N. L. AND EVENDEN, E. S. The School Plant and a Report of the Survey of the Public School System of Baltimore, Md., Vol. I. Division of Field Studies, Institute of Educational Research, Teachers College, Columbia University, 1921.

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.

School Building Survey and Program for St. Joseph, Mo., 1922–23. Division of Field Studies, Institute of Educational Research, Teachers College, Columbia University, 1923.

Report of the Survey of the Schools of Watertown, N. Y., 1924-25. Division of Field Studies, Institute of Educational Research, Teachers College, Columbia University, 1925.

UTILIZATION OF SCHOOL BUILDINGS

PROBLEM 13

THE OPTIMUM CLASS-SIZE

Problem: The superintendent of schools of Fernwood, N. K., has appointed a committee of teachers, principals, and supervisors to assist in establishing certain basic principles involved in the promotion of the building program. This committee has established 35 as the maximum enrollment for the junior and senior high school classes and 40 for the elementary school classes.

An excerpt from the report submitted by the committee. reads as follows:

The prevailing sentiment about the country is in favor of classes of not more than 40 pupils per teacher in elementary schools. To require a teacher to teach more than 40 places a heavy burden upon her and is generally held to interfere with the best teaching results. The responsibility for the teacher's failure to obtain satisfactory results in such cases rests rather upon those responsible for large classes than upon the teacher. So long as it fails to provide the necessary funds to hold classes at a reasonable size, the general public must, in the last analysis, be blamed for the teacher's failure to obtain the best results. Your committee believes it would be derelict in its duty if it did not call attention to the need. of considering the size of class to be provided for in new buildings. Buildings already constructed cannot be changed without great cost. New buildings, however, should be built with the effect upon future generations in mind. The time to make a change in policy with reference to this matter is when new buildings are constructed. Your committee recommends that classrooms in elementary buildings be built not larger than is necessary to seat 42 pupils as a maximum.

Assignment

1. Are data available to support these recommendations? What do they show?

2. Why should elementary classes be larger than high school classes?

3. What associations have established standards in the high school field? To what degree do they conflict with these recommendations?

4. Why is the determination of class-size important before beginning building planning?

5. What are the normal trends with respect to class-size? 6. To what degree do practices differ with respect to the subjects taught?

7. What modern tendencies in teaching give promise of changes in present concepts of desirable class-sizes?

BIBLIOGRAPHY

ALMACK, J. C. Class-Size and Efficiency. Journal of the National Education Association, Vol. 12, No. 3, 1923. National Education Association, Washington, D. C.

DAVIS, C. O. The Size of Classes and the Teaching Load in the High Schools Accredited by the North Central Association. School Revew, 31: 412-29, June, 1923.

ELLIOTT, C. H. Variations in the Achievement of Pupils. Bureau of Publications, Teachers College, Columbia University, 1914.

Facts on the Cost of Public Education and What They Mean. National Education Association, Research Department, Bulletin 1, 1922, Washington, D. C. NATIONAL COMMITTEE FOR CHAMBER OF COMMERCE COOPERATION WITH THE PUBLIC SCHOOLS. Know and Help Your Schools. Second Report. American City Bureau, New York City, March, 1921. STEVENSON, P. R. Class-Size in the Elementary School. Research Monographs, No. 3, November 30, 1925.

Bureau of Educational
Ohio State University.

Smaller Classes or Larger-A Study of the Relation of Class-Size to the Efficiency of Teaching. Journal of Educational Research Monographs, No. 4. Public School Publishing Co., Bloomington, Ill., 1923.

UNITED STATES BUREAU OF EDUCATION. Size of Classes. Bulletin, 1915, No. 6, Washington, D. C.