Ho Hollinger Corp. pH8.5 ?ULLETIN ^ THE UNIVERSITY OF KANSAS Vol. 23 January 1, 1922 No.l SCHOOL SURVEY of LAWRENCE, KANSAS UNIVERSITY EXTENSION DIVISION THE UNIVERSITY OF KANSAS 2-7 2 5- / LAWRENCE, KANSAS Puhluiwd semi-monthly from January to June and monthly from July to December, iyiclu^ive, by the University of Kansas PRINTED BY KANSAS STATE PRINTING PLANT B. P. WALKER, STATE PRINTER TOPEKA 1922 9-4212 Entered as second-class matter December 29. 1910,^ at the post office at Lawrence, Kan., under IWlWflTwSj Report of a Svkvey of Certaix Features of the School System of Lawrence, Kansas. Conducted Under the Direction of The Bureat- of School Service, School of Edication, University of Kansas. Authorized by the Board of Education, City of Lawrence October 11, 1920. Completed January 3, 1921. LIBRARY OF CONGRESS -^CSIVED N0V231922 C3 The School Survey of Lawrence, Kansas. k3 ■ ^ INTRODUCTON. At the regular meeting of the board of education of the city of Lawrence, Kansas, held October 11, 1920, the bureau of school service of the University of Kansas was invited by the board of education to make whatever school survey seemed necessary in order to advise that Board what sort of a new high school must be constructed to serve the needs of the city of Lawrence. The bureau undertook this jiroblem by making a careful inquiry: f.rst, to determine the kind of high-school curriculum or curricidurns that are needed in order to provide adequately for secondary education in a social community such as Lawrence, recognizing that the specifically educational factors must receive first consideration because of the impossibility of reaching a correct or safe decision on the kind of physical plant needed in any community unless it is understood at the start what uses it must serve and how extensive each use will be; secondly, to determine what kind of a school building program such a curricidum or curricidunis ivill demand, holding the viewpoint that there are but few features of the high-school building that ought to be determined inde- pendently of what the remainder of the system pro\ides or is likely to provide ; thirdly, to determine what is the ability of Lawrence to pay for such a school building program and the most approved method of doing it? The regular staff in the school of education of the University was sup- plemented by the services of E. E. Lewis, superintendent of schools of Rock- ford, 111., for making the study of the proposed building program as reported in section II. Supt. H. P. Smith, of Lawrence, who is also a member of the faculty of education at the University, took an active part in the making of this survey. Principal F. H. Olney, of the Lawrence high school, gave con- siderable time and assistance in gathering information from the high-school records. Some ad^'anced students in education assisted members of the faculty in scoring school buildings and in gathering information regarding the school pupils. The scope of this survey, as is indicated in the first paragraph above, con- fines itself to the featiu-es named and does not attempt to investigate other features of the school system excepting as they arc- interrelated with the features selected for investigation. While the biueaii of school service of the Uni\ersit>' accepts the responsi- bility for the survey report as a whole, section I is principally the work of F. P. OBrien, the director of that bureau, as was also the organizing and imifj'ing of the report as a whole; the outlining of the high-school curriculum is the work of W. R. Smith, professor of educational sociology, of the Uni- versity of Kansas; section II is iirincipally the work of Supt. E. E. Lewis; section III was reported by Supt. H. P. Smith. Each of these parts has been the subject of conference and discussion and each has the general sanction of the committee making the survey. (3) 4 University of Kansas. Thin survet/ authorized by the Laivreitce board of education is a practical and business-like method of Iiaudling a very important and specialized prob- lem that confronted them. They displayed superior business sagacity in not assuming that they required no special assistance in reaching a decision of. such concern to the whole community. School officials are coming to realize that irreparable mistakes of many sorts may be avoided by seeking the best of scientific advice regarding buildings, sites, equipment, curricula and sucii highly-specialized problems as are outside the usual realm of the layman elected to legislate in matters of school policy. Such legislation by a school hoard cannot be wisely directed nor convincingly defended unless the hoard is fully provided with the essential facts in the matter. Immediately upon the completion of this report the board of education oi Lawrence considered it carefully, and then undertook to present the facts and findings to the people of the cit3\ It was essentially a program of communit\ education. Meetings for explanation and discussion of this report were held in schools, churches, and clubs. Charts, pictures and diagrams were employ(Ml in presenting the facts more clearly. The local press was kept supplied with articles of an educative and informati\e nature. ''A Catechism of the Bond Issue Proposed,'" in the form of a jtrinted folder, was distributed by the school pupils, as was other printed literature of tliis .-^ort. to answer the questions th;it were more frequently raised. In the work of reaching the public and making it conscious of the school needs of Lawrence, the board found ready assistance. The way in which the city Chamber of Commerce, the Rotary, Kiwanis and Parent-Teacher clubs and other civic-spirited organizations united their efforts to support the board, of education in carrying out the first item of the building program recom- mended in this survey ivas an inspiring exhibition of fine teamwork, as tvell o- an active expression of responsive and responsible citizenship. The program of community education continued from January to April. On April 5 the citizens of Lawrence went to the polls at an election for the purpose and by a three to one vote authorized the issuance of bonds to the limit of the city's bonding capacity ($495,000) for a new senior high-school building as recommended in this report. The voice of the people as expressed at the polls seemed to say that Lawrence could, afford to make but one de- cision. An expert school architect was employed and directed to take his guidance from this svu'vey report. Later the contracts were awarded and th( actual work of building was started on December 26 of the same year. The board of education also took official steps to have some of the worst features of the older school buildings, as disclosed in chapter IV of this rejiort. improved without delay. There is a splendid lesson of practical and successful lU'ocedure for am- iiumicipality in the way that Lawrence secured such emphatic authorization to l>rovide better high-school opportunities for its boys and girls. F. P. OBrien, Director, Bureau of School Service and Researi-h. December 30. 1921. University of Kansas. Table of Contents. SECTION 1. The Clkku'I llm Needs for Secondaky Euication in IvAwhence. ( ' 11 APTER I. — The City of Lawrence and its High School 7 The City o*' Lawrence as a Social Community — The High School Population o! Lawrence — The High School Courses of Study — The High School Graduates- - The Nongraduates and High School Failures — The Failures by School Subjcrfs Summary of Chapter L" Chapter II. — The Present High School and its Lack of Adequate Provi- sions 1" The Senior High School Building — The Classrooms — -Democracy's High School Must Provide More Than Classrooms — Definite Objectives That Mark the Goal of Secondary Education — Health — Provisions for Physical Education — The School Library — A School Assembly Room — Music and Fine Arts — School Club and Society Rooms Needed — The Administrative Office — Science Laboratories — School Lunch Room — Girls' Rest Room and Nurse's Office — Teachers' Rooms — Toilet Rooms — Shops and Manual Training Facilities — Facilities for Business Kducation— The Junior H gh School Building— High School Unity — The Higli .School Records — Summary of Chapter H. Chapter Ill.^Some Facts of Social Significance Relative to the High School Population 3o The Father's Occupation — -The Mother's Work Outside of the Home — The Pupils' Choice of Life Work — The Elementary Pupils Plan to Enter High School — D s- tribution by Place of Birth — Brothers and Sisters in School — .Schooling of Older Brothers and Sisters — Occupations of Older Brothers and Sisters The School Contacts with Home Environment — Summary of Chapter IlL ( 'h APTER IV. — School Provisions to Fit the Pupils' Needs 41 Condensed Statement of the Situation — Illustrations of Some Actual Conditions — The Responsibility of the Board — .Summary of Chapter IV. ( 'm APTER V. — Courses of Study for Junior and Senior High School 47 The Trend of Present Day High .School Curricula — The Aims to Be Souglit- Their Implication for Elementary and High School Curricula — A Tentative Junior and Senior Hign School Program — Analysis of the Junior High School Course — Social, Civic and Vocational Training in Senior High School — Specialized Senior High School Courses — The Content of Courses Proposed. SECTION II. The School Building Needs of L.\wkence. Chapter VI. — The Factors That Must Be Considered 55 What is the Character of the City? — Direction or Trend of Growth — Voters — Dwelling Permits — Factory District — Telephone Extensions — Desirable Residence Lots — Elementary School Enrollment — Type of Residence — Barriers — Mileage Cen- ters — What Is or Should Be the Organization Policy of the Board of Education? — Summary of Chapter VI. Chapter VII.— What Should Be the Size of the Ultimate Elementary School Plant Twenty Years Hence? 65 Why a Twenty Year Building Program? — Factors Determining Size of Ultimate Plant — Standard Distances for Walking to Elementary — Junior High School — Senior High School — The Number of Buildings — The Character of Present Build- ings — High Cost of Maintaining Small Buildings — Lack of Special Rooms in Small Building — Density of Population — Summary — Recommendations. Chapter VIII.— The LTltimate Junior and Senior High School Plant 73 Location and Size of Ultimate Junior High School — Character of Ultimate Junior High School — The Ultimate Senior High School Plant — Kind of Activities— What are the Immediate School Building Needs of Lawrence? (5) 6 Univcr.sity of Kansas. SECTION III. Financing the Schooi- Rt'ilding Program in Laavhknce. r.uiE Chapter IX. — School Finances 77 Introductory Statement — Statutory and Constitutional Basi.s of the School Sys- tem — The Ability of Lawrence to Support Education — Real ^'aluation per Capita — Per Child in Average Daily Attendance. Chai'ter X. — The Size of the Education Problem Financially in Law- rence SI The Percentage of the Population Enrolled in School — The Percentage of the School Population That Is in High School — The Cost of Education in Lawrence- The Costs Analyzed by Buildings and by Items — The Cost of Fuel by Buildings — The Problem of the Small School Building — The Tax Levies — for School Build- ings and Bonds — for Total School Purposes — for Total City Needs, Including Schools — Comparison of Facts for 1919-'20 and 1920-'21 — Investment in the Present School Plant — Municipal and School Bonded Indebtedness — Ratio of School Bonded Indebtedness to Real Valuation. Chapter XI. — Financing the Proposed Program 96 Consideration of Pay-As-You-Go Plan — Long Term Bonds — Long Term Bonds with Sinking Fund — The Serial Bond Plan — The Assessed Valuation of Lawrence School District for Five Year Period — -Handling the Building Projects by Five Year Periods — -The Completion (pf the Program Proposed. ' SECTION I. The School Survey of Lawrence, Kansas. CHAPTER I. The City of Lawrence and Its High School. The City of Lawrence as a Social Community. Lawrence is mainly a lesi- dential and nni\eisity city. Its population was recorded in the most recent United States census as 12,456. The city had in 1910, 12,374. in 1900 its pop- ulation was 10,862, and in 1890 it was 9,997. The Lawrence Chamber of Com- merce and others claim a population of 12,985 as the correct number for 1920. Thas it is evident that the population is growing quite gradually in numbers. It is merely stating a recognized fact to say that the University is the most important and active single factor influencing the life of the city. Its growth will at once be reflected in the growth of the city. Many families are at- tracted to come to Lawrence to reside because it is an educational center in which the children ma3' secure elementary, secondary and higher educational opportunities as their advancement requires. The j'ounger and the older children may pursue their studies while still living at home. Lawrence is an attractive town, well located, so that it will in all probability continue to grow graduall}'^ both as a municipality and as a trade center. The industrial institutions foimd here are neither large nor numerous and there is no immediate prosi)ect that Lawrence, located as it is with Kansas City to the east and Topeka to the west, neither of which is relatively distant, will develop into an indastrial type of city. The commercial life of the com- munity will probably be more largely conditioned by the development of farm enterprises and good highways radiating from the oitj^ than by the rapid addition of manufacturing enterprises. Although approximately 50 per cent of the population of Lawrence were born outside of Kansas, yet only 4.8 per cent of the total is of foreign birth, as reported by Dr. F. W. Blackmar, in the Lawrence Social Survey (1917). Thus it appears that the city is composed of a rather homogeneous popula- tion, mostly native born, speaking the American language, living in homes of the better type and believing in the importance of education for their children. The colored population of Lawrence comprises a little more than 14 per cent of the total population. But since the census of 1910 their number has been nearly static. They do not live in any distinct negro dis- trict, and their zeal for education is evident from the fact that in the ele- mentary grades their children are almost unanimous in their expectation of going on to high school, while the percentage of colored students in the high school who expect to go to the University is only a little smaller than is such percentage for the white students. Such ambitions for schooling must reflect in some degree the industry and intelligence represented in the homes of these pupils as well as the influence of their associations in school. (7) 8 Vnircrsity of Kcmsas. The character of the population from an educational point of view thus seems to be exceptionally good. Lawi-ence has large future possibilities in the way of developing an educational organization with the material equipment which will make its school system a model for educational purposes among those found in the state of Kansas. It is sufficiently large to make eco- nomically i)ossible almost any specialization that may be demanded in its schools. It is not too small to provide for flexibility' and adaptation while still retaining unity and definiteness in its educational program. There is reason for expecting the high-school population of Lawrence to grow more rapidly than will the city population if edequate and varied high- school facilities are provided so as to make the opportunities in secondary education as attractive as they should be. Such a high school will tend (I) to hold a larger percentage of those who enter, and (2) to draw more pupils from the neighboring counties when improved roads lead to a high school whose \'aried equi]mient and enriched curriculum give promise that it will actually function in serving more fully the needs of each individual student. The influence on the size of the high school, of diminishing the number of l)upils lost from each class, has been ai^proximated bj' considering the per- (;entage of drop-outs, computed from the school records for the pupils enter- ing the Lawrence high school for a period of four successive years (1912-1916). The total of these entering groups studied was 752 pupils. The i)ercentage of pupils who were left after the end of the first A^ear was 71 ; after the end of the second .year, 52.3; after the end of the third year, 40.7; finally those graduating were 35.1 per cent of the number that entered. If we assume that such percentages of loss may apply to other entering groups, and that these percentages might under favorable circumstances and with more varied op- jiortunities be reduced to half their present amounts, which does not seem at all impossible (and the school authorities should be satisfied with nothing less), this result would increase the total number of the four classes of the high school by approximately fifty per cent. In such a situation the high- school enrollment of the past year would have been nearly 1,200 pupils (150 Iter cent of 782). Even this number would still allow for an average loss of more than 30 per cent of each entering group before they reach the end of the high-school course. These facts indicate clearly that the high school's most rapid growth may be from a reduction of its own losses. // this is ac- complished, within ten years Lawrence may need accommodations for 1,000 high-school students, even in the three-year senior high school. ^ The city has only one small private school to share the responsibility of secondary educa- (ion with the city high school. As a result the high school must be ready to meet the situation practically imaided. When the reorganization of classes as proposed places the ninth-year pupils in the junior high-school division, it would seem wise to provide for not fewer than 1,000 pupils as the number most likely to be found in the senior high school before ten years have passed, considering that the entering groups will also tend to increase in numbers as improved opportunities and facilities are provided. The High School Population. The Lawience senior high school had 782 pupils enrolled during the past year. One hundred and sixty-five of these pupils are reported as coming from outside the city school district. The School Sarrci/ of Lawrence. 9 attendance records by five-j-ear intervals show a gi'adual but steady increase in the high-school population, as follows: TABLE 1. — The Hioh-schooi, Enroll mk.xt ky Five-ykah Intervals. 1899-1900 489 1904-1905 540 1909-1910 021 1914-1915 691 1919-1920 782 This increase in high-school attendance has developed in the face of a growing lack of accommodations and facilities in the high school and a growing niunber of new rural high schools in the counties adjoining Lawi'ence. The full extent of the increase in attendance numbers as reported above is not evident from the figures stated, because of the fact that in 1900 there were 77 special pupils included in the total, many of whom were taking not more than a single subject to satisfy deficiencies in meeting the entrance require- ments at the University wliile the remainder of their time was spent as regular students at the University. The number of such special students was reduced to 35 in 1905, to 23 in 1910, and none were included in the registration after 1912. The present distribution of the boys and girls in the high school, according to classes, is shown here. TABLE 2. Ttie Present Sknkik Hioh-school Enrollment. Classes. Boys. Girls. Totals. 1 122 150 272 II 98 109 207 III 04 95 159 iV 80 08 104 Total S20 422^ 742 The girls are thirty per cent stronger in numbers than the boys. The first- >ear class numbers 260 per cent of the fourth-year class. The figures given in the table above are for December (1920). In another month, a midyear entering class, without any midj'ear graduating class, will add ap!)roximately 100 more pupils to the high school. TABLE 3. — The Present Jinhir Huih-school Enrollment. Classes. Boys. Girls. Totals. VII 9G 103 199 \ MI 99 99 198 Tut:il 1!L') 202 397 The High School Courses of Study. The program of studies of thf Lawrence senior high school is offered in the form of a course training for college, a course tmining for engineering, a general course, a normal-training course, and a vocational-agriculture course. Sixteen units or thirty-two term credits are required for graduation. Elective units are provided in each course except in the normal-training course. The courses are outlined on the basis of four years of work. There is no provision in anj' of these courses for physical education of any kind. There is no provision for training in music and the fine arts save that a limited credit is offered for music instruction by private teachers outside of .school under certain stated conditions. There is no direct training offered in the school for those pupils who want to prepare for a business career. There 10 University of Kansas. is a plan for accepting some credits, under the conditions named by the school, for studies which pupils pursue and pay for independently in the LawTence Business College. No provision of anj^ kind was discovered for articulating anj' subject or course in the senior high school with the work that is conducted in the junior high school. Apparently no credit is offered and no recognition given by the senior high school to any high-school work done in the junior branch of the high school. A disposition to aloofness or independence seems to prevail where close cooperation and specific adjustments should characterize the work of the junior and senior divisions of the secondary educational organization of the city. There seemed to be no conscious lack of confidence on either side, but rather the failure to appreciate how it must be as integral parts of the one imified organization that both junior and senior high schools will function most effectively and to the greater advantage both of the schools and of the pupils in each. The High School Graduates. The liitih school has graduated 578 persons during the past six years. TABLF] i. — Thic Ni-.MiiKJi of CIhadi'aths hy Vkars .Sixck 1914. Year. Hoys. (lirls. Total. 191.5 33 r,3 8G 191C 36 84 120 1917 33 58 91 1918 24 ()3 87 1919 30 49 79 1920 42 73 lir> T(i1;il 198 .380 .578 These graduates of the high school were traced, so far as possible, with reference to their present residence and occupation. The following tables answer the questions. Where are they now? and. What are they doing? TABLE 5. — Present Residence of Graduates Listed Above. Boys Girls. Totals. In Lawrence. Adjacent counties. Elsewhere in Kansas. Other . states. 198 380 139 252 5 16 11 33 27 .54 1 ^ABLE 6 —Present Occupations op THE Sam E Graduates. Total. In K. U. Other schools. Profes- sions. Employ- ees. Home makers. At home. Farmers. Miscel- laneous. Deceased or no record. Boys Girls 198 380 117 136 11 24 7 54 32 50 65 2 17 7 6 9 If) 25 Table 5 shows that a strikingly large majority of these graduates are still residing in Lawrence. Seventy-three per cent of the bo^^s and 70 per cent of the girls are found there or in the adjacent counties. There is evidence in table 6 that the University is the factor which determines the place of resi- dence for a large portion of them. Yet it should be noted that there are 138 of these graduates (22 boj-s and 116 girls) in Lawrence who are not in the Universit3\ Sriiool Sin-i'ci/ oj Laurence. 11 Two factors of the abo^•e data .seem especially significant. The first is, that there are more than two girls to every boy among the graduates. It is shown in table 7 that there are 25 per cent more girls than boys entering high school. The second fact is, that a large percentage of the bo5's who graduate continue their schooling, but more than half of the gii'ls who graduate do not go on to college. The reasons for these facts are not definitely known, but among other interpretations the situation may be understood to imply that perhaps few of the boys who do not expect to go to college are interested in remaining in school to finish the high-school course. The questions: What per cent of the high-school pupils graduate? What per cent fail in their school subjects? What becomes of the high-school pupils who do not graduate? and Why do they drop out of high school? were the subject of detailed inquiry by the sur^■ey staff. A careful assistant was eni- ploj'ed, who worked for weeks under the personal direction of Principal F. H. 01ne3' in securing the facts needed from the school records. Not all the facts desired were available in these records. But the facts recorded were tran- scribed and studied for all the boys and girls who entered the Lawrence high school in the years 1912, 1913, 1914 and 1915, and extending over the period of time that these pupils remained in high school. In this manner we were able to discover how man}- of the original entering groups dropped out and when they dropped out, how many remained to graduate', and how large a factor subject failures appeared to be. TABLE 7. — The Number t)P E.xtrants by Yeaks. Entering high school in — J!H.i 1!)13 1914 101''> Total. Hoys 4>* S.") 0.'-) 109 337 Girls TS 1 09 !)K 130 - 415 Total i-yi Table 7 shows how many boys and girls were in each of the entering classes in the total of 752 pupils whose individual records were investigated. Of these entering groups of pupils reported in the table above, 87 boys and 177 girls have graduated (one boy and three girls are still in school). Thh means that 35 'per cent, oj the young people who entered in these years have succeeded in graduating. This percentage is 25.8 for the boys alone, and 42.6 for the girls alone. Accordingly the nongraduates of these 752 pupils formed 65 per cent of all who entered. The fact that the graduating class usually contained from 10 to 20 additional pupils who had entered after the freshman year from other schools may have given rise to the impression that the loss from the original entering groups was less than the records show was true. It is also true that a portion of those dropping out entered other schools and completed their secondary-school course, as is shown in table 12. The Nongraduates and the High School Failures. Almost two-thirds of the pupils who entered high school dropped out without graduating, but 33 per cent of these drop-outs had not failed in any of their work. Nearly half of those who droiipeil out had departed by the end of the first year. In fact 12 University of Kansas 29 per cent of all who entered had gone by that time as is indicated by the following statement: T.\BLE 8. — Showing the Rate op Dhopping Out. By end of first year. By end of second year. By end of third year. Total not graduating. Per cent of pupils dropped out 29 47.7 59.3 64.9 This table shows that the dropping out is heavy. TABLE 9.— Per Cent of Drop-outs Who Failed 0, 1, 2 3, Etc., Times in School Subjects. Number of failures 1 2 3 4 5 to 20 Per cent of each . 33 4 18.4 13.7 9.0 5.9 19.5 The facts in this table show that nearly 20 per cent had 5 or more failures but that 51 B per cent (334-{- 184) of the drop-outs had one or no failures. On the other hand, Ifi.6 per cent of those who graduated had one or more failures in one or more subjects. It does not appear from this that failures in^the school work was a prominent cause in the dropping out. The following table will show at what age and in what semester of school the 1471 failures for these 752 students were recorded: TABLE 10. — Number of Failures by Semesters and Ages. Semesters. -Ages. Total. Per- cent 13 14 15 16 17 18 19 20 21+ of total failures. 1 Boys Girls 3 8 27 26 1 5 5 8 68 51 16 28 17 12 4 2 4 5 56 55 39 41 50 44 17 18 19 13 26 24 34 28 39 19 39 31 30 26 8 26 5 13 1 1 2 20 3 19 14 12 11 14 12 16 18 16 22 12 20 2 4 1 13 1 10 6 17 3 8 14 11 13 6 7 11 8 11 8 6 4 8 1 11 1 10 1 6 4 2 1 1 7 1 2 4 2 10 1 8 1 222 169 130 125 154 100 98 82 90 76 32 62 28 43 20 21 15 14 26.6 Girls 17.3 Girls . . 17 2 Girls 12 2 5 Boys. . Girls.. Girls. . . 2 Girls. 27 3 8 Boys 6 6 7 8 2 1 Girls . . '.1 and 10 Boys Girls Totals: Bovs Girls Percentage of total 3 8 33 39 4.9 109 98 14.0 181 173 24.0 184 168 24.0 111 105 14.7 93 64 10.7 51 29 5.4 24 8 2.2 789 692 1,481 School Survey of Lairrence. 13 It is evident that the larger jiercentages of these failures occurred in the earlier semesters and at ages 16 and 17. But it is a striking fact and one of no slight importance that 273 of all the failures occur after the end of the second year of high school lohen approximately half of the total number of pupils (48 per cent) have dropped out and when 74 per cent of the non- graduating pupils, have already departed. It appears that the advanced .years of work are made somewhat hazardous e\en for those pupils who succeed in graduating, and that the adaptation of the work or the method of presentation for the students who take it is still rather imperfect. The distribution of the droiijiing out according to semesters is given in tlic following table: TABLE 11. "The Number of NoNGRADrATES Dropping Oit Each Semester. Semester 1 2 3 4 5 6 7 8 to 10 Total. Boys 37 65 (52 54 30 21 47 43 24 9 29 25 8 9 13 12 250 238 Girls Percentage of all drop-uuts . . 20.9 23.8 10 3 18.4 6.7 11.0 3.5 5.1 99.7 Percentage lost of all entrants 13 5 29.0 35.8 47.7 52.1 59 3 61.5 64.9 (100) This table states that 37 boys and 65 girls of the 752 i)upils under con- sideration left high school during or at the end of the first semester in school. This number was 20.9 per cent of all the nongraduates. It was also 13.5 pci- cent of the total entering group. Why do the Pupils Drop Out of School? So far as possible the reasons for dropping out of liigh school have been gathered by personal inquiry from the drop-outs of the high school entering groups of 1913, 1914, 1915, and 1916. Field workers visited the homes of all for whom the local addresses could be obtained. Inquiries by mail reached many others. Conscious of the fac- tors that condition the value of such information, it still seemed important to inquire why the pupils and their parents thought that these boys and girls had quit high school. Inquiry was also made concerning the present occu- pation of such pupils, and whether they received any further training aftei- leaving the Lawi-ence high school. Those who no longer lived 'in Lawrenc(^ were asked, if their present location could be learned from any source, to state the information desired on a form post card enclosed to them. Th.- school was able to provide information in the cases of some individuals not reached in any other way. The results of sucli inquiry are reported for more than 200 of the drop-outs in the following tables : TABUS 12.- Further Schooling of the High-school Drof-Outs. •At- Boys. Girls. Oread* School. Other High School. Lawrence B'lsiness College. * The University of Kansa.s training school. Mi'itary or Naval School. Died. None. Total. 15 10 12 30 95 108 14 University of Kansas. TABLE 13.— Reasons Stated for Dropping Out of High School. Girls. Did Couldn't Moved. not get 111 Eco- To other Other No like training health. nomic. school. reasons. reason. school. wanted. 7 15 21 6 13 9 8 14 28 18 20 13 7 11 9 2 Total. 95 108 The infoniKition in table 12 was fiiecuicd directly from the pupils or par- ents, from the high-school records, from the Oread Training School, the Lawrence Business College and by correspondence with pupils who had moved. The information in table 13 was obtained from the pupils themselves, from the mother, or from the school record in many of the cases reported as "moved" or "other schools." But it was also obtained less frequently from a father, older sister, aunt or neighbor and when necessary by correspondence with those who had moved. The same sources were depended upon for the data in the following table: TABLE 14.-P resent Occupations OF THE Drop-Olts. Profes- sional. Busi- ness. Em- ployees. Skilled labor. Unskilled labor. ^ 3 2 Farmer. Stu- dents. Home- maker. No record. Total. Bovs Girls 1 5 5 24 36 8 6 1 28 29 OCT. 20 6 95 108 Tntil recently the high-school records tlid not include the addresses of the pupils. Many of the drop-outs could not be traced because no address could be found or because an incorrect address was given. The number of addresses given in the school census records for vacant lots and lauildings that are not dwellings indicate considerable "padding" of the records. Of the 80 high-school drop-outs who went to Oread School, as reported in table 12, 38, or near 50 per cent, graduated. Of the 33 that entered other high schools, 9 remained to graduate. In table 13 it is obvious how few pupils left school because there was any driving necessity that they give up their schooling. As a matter of fact many of those dropping out of high school did not give up their schooling. It is significant that the largest single factors in the dropping out was a feeling of dissatisfaction with teachers, the school or the training offered. Some of this is normally to be expected, but the number expressing such sentiment de- serves respectful attention, especially as there were doubtless others who were not so frank in their statement of reasons. In table 14 the "student group" forms the second largest. Of those classed as employees the greater percentage are in a business or clerical type of em- ployment, for which the school has given them no direct or definite prepara- tion. Table 12 shows that 21 drop-outs went to the Lawrence Business College for the training that they wanted. The Failures by School Subjects. No mention has b'een made up to this point regarding the distribution of failures by school subjects, but the tabula- tion which follows will answer the question of how they are distributed. This tabic (liscln>ips the fact that the t^oo subjects designated as English and mathe- School Survey of Laurence. 15 matics produced 51.7% of the total number of failures, and that each of thevi had nearly twice as large a percentage of the total of failures as had any other subject. The school records did not supply the information that would en- able one to compute the subject failures on the basis of subject enrollments for these years, but the number of pupils studying each subject was ascer- tained for the 742 pupils now in high school and is stated immediately fol- lowing Table 15. TABLE 15. — Distribution of the Failures bt Subjects. Math- ematics. English. History. Science. Latin. German. Home Econ. Manual Arts. Other subj 'ts. Total Boys Oirls 207 196 219 146 96 108 87 88 75 74 61 55 2 19 35 3 7 3 789 692 1,481 IVt. of total , . 27.2 24.6 13,8 11.8 10.0 7.8 14.0 2.5 .7 (100) 71.3' 89 6* 67.8* 58.0* 28 0* t 22.2* 31 3* 13 5* > *The percentages of 742 pupils who are taking ciioli of the above subjects in 1920. tModern languages. If the distribution of the 752 inipils by school subjects, whose failures are reported in table 15, was approximately the same as for the 742 in school in 1920 (and it is quite probable that it was not much different), then we may assume that approximately 7 out of every 10 pupils studied mathematics, 9 out of 10 studied English, and 7 out of 10 studied history. It thus appears that with near the same number studying mathematics and history, the failuies in the former were in the ratio of 2 to 1. While English appears to have an excessive number of failures, if it had the same pro rata of failures on enrollment as either Latin or German it would have claimed near 32 per cent of all the failures instead of 24.6 per cent of them. Subjects which offer such a hazard for the pupils jjursuing them are not likely to prove most attractive or serve to hold students in school bj' giving them the feeling of assurance that they are getting work that is well presented and adapted to their needs.' It is difficult to believe that the ki7id of English instruction that produces such a crop of failures in the subject of the mother tongue is the kind that develops a love for and appreciation of literature or attracts the pupil to the English class and to the library, yet certainly that is not expecting too much for effective English instruction to accomplish. Whatever may be the cause or causes of this situation its correction, whether by modification of content of course, method of teaching, or of uniformity of iT-quirement, would result not only in fewer failures but in better education. In this survey the quality of instruction was not of direct concern to the survey committee, and no effort was made to discover whether the attitude with reference to the English instruction is now different or the number of failures resulting for such work diminished. But if the conditions which are here pointed out still prevail they certainly suggest that the work in English i.s not what it should be and that one of the finest opportunities to influence the habits and tastes of young people in literature may be entire h' lost in the case of many students and partly lost with others. 16 Universitii of Kansa.'<. SUMMARY OF CHAPTER I. 1. LavvreiiL-c is a lesidential and university' town, growing slowh', having largely a nati\-e-born population, partly colored, but exceptionally good from an educational point of view. The city should have a school system and equipment that are fully modern. 2. The high-school population will grow more rapidly than will the total ])opulation, due to improved roads, the attraction of educational opportuni- ties and a reduction of the number dropping out. 3. The senior high-school enrollment has practically doubled in a period of 20 3^eai-s. The present high-school enrollment is 742. There will be ap- proximately 100 additional pupils entering at mid-3'ear. It should be possible to increase the present enrollment 50 per cent by securing a reasonable re- duction of the niunber dropping out. 4. The junior high school now enrolls 297 pupils in the seventh- and eightli- year classes. A regrouping to include the ninth year will increase the numbi i- to near 700 pupils. 5. The present courses of study are lacking in number and diversity. No physical education, art instruction, business or trade training is offered. 6. Tracing the high-school graduates for a six-year period shows a large proportion of them still residing in Lawrence, and their chief occupations are: students, employees, home makers, and the professions. 7. An analysis of faihne, graduation and dropping out shows that 35 lur cent of the pupils who enter as freshmen graduate from the Lawrence high school; 57.5 per cent of all the freshmen entrants fail one or more times in one or m6re high-school subjects. An imdue proportion of the failures (27.2 per cent) occvu" after the end of two years in school when 74 per cent of all the nongraduates and 47 per cent of the total number entering have gone from school. 8. The loss of inijiils from high school has been excessive. Thirty per cent are lost by the end of the first year, 48 per cent by the end of the second year and 65 per cent fail to graduate before dropping out. 9. Mathematics and English together inoduce 52 per cent of all the failures recorded against the high-school pupils. Latin also claims a heavy toll of failures. There is a hazard attached to such subjects that may cjualify their y-dhxe in the minds of the jiupils. 10. Many of the drop-outs go elsewhere to school. Their reasons for dropping out seem to emphasize a dissatisfaction with the work offered and a desire to get different training. 11. A considerable number of both high-school graduates and high-school droD-outs are emjiloyed in business and commercial pursuits for which the high school gi^•es no specific training. School Surrey of Lawrence. 17 CHAPTER II. The Present High School and Its Lack of Adequate Provisions. The Senior High School Building. The heading of this section is to some (>xtent a misnomer, as it suggests a single building, but the high-school classes are now housed in three separate buildings. One of these building serves as an annex to the original high-school l)uil(liug. and these two are situated on diagonally- opposite street corners. The third building consists of four rented rooms for the vocational agricultural classes in a building opposite the post office, and several blocks removed from the other buildings. At best this situa- tion could not be regarded as a desirable one. but the inadequacy of the emergency type of accommodations thus provided cries loudly for remedying at the earliest possible date. The Classrooms. Besides the 12 class i)eriods in \ocational agricultun conducted in the rented quarters, the-re are 141 daily class recitations (and this number will be inci'eased after February first by a new entrance group of 100 pupils) that have to recite somehow each day, during 7 periods, in only 26 rooms — 7 of which are special laboratory rooms, work rooms or drawing rooms, only one of which is adapted for general puri)oses. Three basement rooms not suited for class purposes are employed regularl3^ Two rooms have been provided by partitioning one room which should not have been so di\'ided except for the present congestion. An attic room has been equipped for a sewing room. More than fifty i)er cent of these rooms are verj- in- adequately lighted by either natural or artificial illumination, and several of them are so badly lighted that their use could be defended only in serving an emergency. Democracy's High School Must Provide More Than Classrooms. Some- thing far be\ond the necessary- number of classrooms with the required num- ber of seats and blackb(jards is demanded in any liigh school that aims to be of the modern type and to meet the needs of the society which it is to serve. Such pro\ision alone will not meet the many and varied demands made of a modern high school. Society itself is in a process of constant change and de- \'elopiiient, as is -also the school population. The significant changes in the last two or three decades, with reference to the number and character of the high-school population, the basic educational theory that has developed and the additional demands of society upon the schools must be recognized. These changes nuist be considered in determining the form and character of both the high school organization and its housing. Educational i»sychology now emphasizes the wide I'ange and varietj^ of indi\"idual differences in capacities, tastes, interests and attitudes of the young people who arc to be educated. The number of these young people in high school is now nearly double the number in 1900, and if equal opportunit.y for all is to be provided it means not the same opportunities for all but verj- different kinds of opportunity to provide equally well for the differing capacities and interests of the school population. ^ The facts, (1) that the school draws its pupils from a wide variety of homes and from different localities, as is indicated in tables 22 and 26; (2) that in all •2 — K. V. Kxt. Bui. 4212 18 University of Kansas. probability the increased numbers of pupils now in high school aiake for less of homogeneity than formerly; and (3) that so large a number are now lost from the school without completing their courses, as is shown in table 8, all require a wider variety of opportunity in order to provide an equality of opportunity for such varied interests, needs and demands. The acquiring of fundamental facts and book knowledge must now be regarded as only one of the several functions of the high school. The school is falling far short of its possibilities if it does not provide that training which will first of all develop in its students the ideals, habits, interests and knowledge that will better fit them to be responsible and active members in a democratic form of society. In his very valuable monograph on "Democracy's High School," W. D. liewis saj^s: "Those who need the classics and the higher mathematics should have those subjects; but the doors of the schools supported by all the people should not be slammed in the faces of those of the people's children who care nothing about the classics and higher mathematics." "The high school's largest service to the commvmitj' is the best possible training for good citizenship, economic efficiency, and full and complete living for all its pupils." Its largest service for the girls in particular, is "to conserve their health, train them for economic independence, household efficiency, and bring them into touch with the larger social and intellectual interests of Immanity." Definite Objectives that Mark the Goal of Secondary Education. To ac- complish such purpose as has been stated, the commission on the reorganiza- • tion of secondary education of the National Educational Association has set up certain definite objectives to guide the work in secondary education and make it more effective. These objectives are determined with reference to the chief life activities of the individual. They are: {1) Health, (2) Command of fundamental processes, (3) Worthy home-membership, (4) Vocation, (5) Citizenship, (6) Worthy use of leisure, (7) Ethical character. While these ob- jectives ma J' not be all-inclusive, they are all-essential in secondary-school training, and the opportunities lost or neglected there can hardly be made up later in life. The school must first make due provision in cinriculum, building, rooms, and equipment if it expects to realize such objectives in specific and definite fashion. But adequate pupil guidance and counsel in the choice of a subject or course best adapted to meet his needs may also be exceedingly important. This matter usually fails to get the attention that it merits. The usual situa- tion is that the guidance is insufficient and that teachers do not possess suffi- cient information to guide students wisely. During those adolescent j'ears new interests and new standards of judgment are formed, and there is constant need of sympathetic and well-informed guidance. A committee of the Na- tional Educational Association on the articulation of high school and college (1911) remarks how the traditional preparation of girls for college is par- ticularly incongruous with the actual needs and future responsibilities of girls. Such incongruity means, among other things, that the public is paying for what it does not get. Health. During the high-school period health instruction closely related to practice cannot be neglected without the danger of serious consequences for which the individual, the community and the race must paj'- the cost. Our School Stir re y of Ldivrence. 19 inquiry develoi)L'd the iul'onuation shown in table 16, that a striking number oi the pupils now in high school have not formed the habit of taking regular outdoor exercise, or of engaging in relaxing play or diversion. This is true of both the junior and senior high-school pupils. There is no jirovision in the school at present tending to effect a different situation in this matter. The omission is vitally serious in the lives of these young people, but in the long rvm it is the community that suffers the effects of neglecting the physical wel- fare of any portion of its population. One may ask the pointed question here, How can the community find real justification for the public expense of sup- l)orting a high school, except that it is to produce an improved citizenship? Of course it is ob\'ious tliat health is of first importance in such a i)urpose. TABLE 16. — Do the High School Pupils Get Regular Exercise, and What Kinds? Senior High School- Boys Girls Junior High School- Boys Girls Totab: Boys. Girls. Percentage of total: Boys Girls Regular exercise. Kind of e.xercise. Indoor activities. Waliiing. No. Yes. Outdoor team- games. 65 Other outdoor activities. 53 .59 235 334 40 20 11 24 72 264 ■ 18 25 164 167 44 12 33 32 8 15 41 86 71 84 399 501 109 19 73 52 19 39 113 350 15.1 14.3 84.9 85.7 38.7 12.1 4.8* 7.7 Working or chores. 50t 70 * Per rent of pupils answering "yes." t Includes walking and working. Table 16 includes facts regarding exercise, stated separately for boys and girls, in both the junior and senior high schools. A total of 155 pupils say that they get no regular daily exercise. What a fund of information is supplied by this table, which is composed of statements collected directly from the 1,025 students reporting, becomes evident to one who gives it a very little study. While approximately 85 per cent of the boys and girls state that they do get regular exercise, 50 per cent of the boys and 70 per cent of the girls who answer "yes" depend upon walking to and from school or doing chores about the home for their chief exercise. A few individuals mentioned pool, checkers, •'Y. M. C. A.," and other indoor activities. Only 38 per cent of the boj^s and 12 per cent of the girls get exercise by means of outdoor play or games, and the majority of the outdoor activities named do not provide regular exercise. They include hunting, fishing, boating, camping, scouting, swimming, as well as some games, which are seasonal or periodic in their nature rather than regular. It thus appears very doubtful jrom their own, statements whether more than a small per cent of these 1,0£5 boys and girls get any regidar or sys- tematic exercise of the sort that promotes vigorous health. The statements of these same students with reference to how they spend their leisure time tend to confirm the impression that not a large percentage of them know how to play 20 I'niver.sity of Kansas. or have formed healthful habits of exercise. The following table states the methods of spending their leisure. The activities stated were given first place by pupils on the basis of most time given to them among leisure occupations. Similar distributions of the second and third most important methods of spending leisure on the basis of time given fo each were prepared, but the\' differ little from table 17, excepting that the number of "no records" grow- larger, and such distributions are not reproduced here. Here it appears that 32.5 per cent of the boys, and 7.7 per cent of the girls spend most of their leisure time doing chores or just working. Athletics, play, loafing, and outdoor activities added together are rejjorted to have the first claim on leisure time with only 36 per cent of the boys and 11 per cent of the girls. Adding the pupils with whom reading, nuisic, study, and work claim TABLE 17. — Methods ok Spending Leisire Time as Stated by High School Pupils. Work- Read- Play- \'aricd Socials, House- ing, outdoor Athlet- shows. work, Miscel- No chores. music, study. loafing. activi- ties. ics. danc- ing. cooking, sewing. laneous. record. Senio* High School — Boys 90 46 10 40 48 12 14 28 Girls 25 208 24 6 32 50 11 37 Junior High School Boys .... t)3 20 31 84 30 25 18 4 23 4 2 7 ■' 26 11 13 4 Girls ii Total— Boys 153 77 40 58 71 14 25 32 Girls 45 292 25 28 10 39 76 24 40 Percentage of totals — Boys 32.5 10. 4 8.5 12.4 15.1 2.9 0.0 5.3 6.7 Girls 7.7 50.0 4.2 4.8 1.7 6.6 13.0 4.1 7.9 first place among leisure ()ccui)ations, we get 49 per cent of the boys and 58 per cent of the girls. Twelve per cent of both girls and boys failed to state the ways of spending their leisure. It is also significant that 41 per cent of the boys and 33 per cent of the girls did not mention any second most important item in the disposition of their leisure time. The redeeming feature indicated by the data in this table is the iirominence given to music and reading as leisure occui)ations, but there is little to indicate the practice of health building exercises among the activities of their leisure hours. Apparentlj' there is much need for developing the kind of attitude or vision toward 'health matters that the school should but does not provide. There is great need everywhere that people should know how to play and relax, and how to participate in healthful sport or team games. The amount of time which the pupils regard as leisure and which is re- ported in table 17 may have been somewhat conditioned by the fact that approximately 76 per cent of the boys and 36 per cent of the girls engage in remunerative w'ork outside of school hours. The regular, irregular and seasonal occupations are included in this report of outside work. The inquirj' showed that in the senior and junior high schools and in the elementaiy grades, there is a marked indication that many pupils find an opportunity to earn money during otherwise leisure hours. But a great part of such work is School Survci/ of lAiwrence. 21 neither of the kind or the regularity which proNides .sufficii-ut lieaUhful exercise for growing boys and girls. The information stated in table 18 reflects credit on the pupils and, while 24 ]jer cent of the boys and 64 per cent of the girls do not earn money by working, it is probable that some of them work at home without receiving money for it. But such employments as are listed in the table above must not be regarded as a substitute for clean, healthful sport, particif^tion in team u:ames and the training for a wise and profitable expenditure of leisiu'e time such as should properly occupy the attention of the school. When the pupils reported in table 17 were asked to state their fii-st, second and third choice in reference to their favorite pastimes, the results showed a large percentage of boys giving outdoor games and sports as both first and second chnirr.^. No other pastime for the boys was a ^'ery close rival of those TABLE 18. — How Pupils Earn Money Outside of School. •No" or no record. Odd Farrn- Work- House- Yes. Clerk, deliver. jobs, chores. ing, garden- ing, miscel- work, care of Total. errands. ing. laneous. child. .Senior High School Boys 58 230 03 51 43 71 >> 288 Girls 282 111 33 6 9 20 43 393 .lunior High School Boys 31 151 50 49 14 31 7 182 Girls 127 65 20 3 4 38 192 lOlementary Boys 108 '230 57 79 40 36 18 338 Girk 192 1G4 11 30 14 11 89 356 Total Boy.s 197 611 . 170 179 97 138 27 808 Girls em 340 44 65 26 35 170 941 Percentage of total Boys 24.3 75.7 27.8 29.3 15 8 22.3 4.4 Girls 63.8 36.2 13 19 7.6 10.0 50.0 more active kinds. The girls al^so shoiv a distinct liking for similar kinds of pastimes both as first and second choice, although reading and music form the first choice with a larger number. It is almost surprising to find the active sports so popular when the school is able to offer so little encouragement or instruction along these lines. 22 Universifi/ of Kansas. a So- School Survey of Lawrence. 23 The table above .states that 277 boys and 110 girls in junior and senior high schools give outdoor sports and team games the first place among favorite pastimes; 260 boys and 148 girls name the same pastimes as second preference. In other words 63 per cent of the boys and 20 per cent of the girls say that they prefer the healthful outdoor pastimes over all other pastimes; and 28 per cent of the girls make their second choice of pastimes the open air activi- ties. Apparently there is definite need of direction and leadership for the promoting of healthful and enjoyable exercise. It was shown in table 17 how differently the major |)ortion of their leisure time i.s spent from what their chief preference would direct. Provision for Physical Education. To provide for the objectix e of healtli, as well as whal it iniiilies in the way of physical training, the formation of right lix'ing habits and the provision of health instruction, the high school has one rather small gymnasium room on the third floor of the annex building. It is a sort of unfinished attic room, and not well adapted for use as a gym- nasium. It is entirely inadequate in size and equipment for either the junior or the senior high school, yet it must now be shared by the classes of both schools. It does not provide the necessary facilities expected of a gymnasium. Even for basket-ball practice the boys must go to the Haskell Institute court. It can hardly be said that the school has any gymnasium in view of such limitations and inadequacJ^ There is need in a high school of this size of a double, fully equii)i)ecl. modern gymnasium, including inside running track, shower baths, locker rooms, toilets and swimming pool, one part of the gymnasium serving for ihv physical training and games of the boj's and the other part providing similarly . for the girls. A spectator's balcony should provide for the onlookers at specinl contest games or at exhibitions and entertaining features. The School Library. The equipment necessary for attaining the objectix es stated by the commission on the reorganization of secondary education will certainly include library accommodation. No librarj^ room is provided in the present high school, but such books or equipment as are available are found in one of the regular classrooms where recitations are held each period, and in a closet room adjacent to that classroom. The very fimction of a library, where one may browse, learn books and know authors, as well as gather the specific information desired, is conditioned by such crowding, confusion and in- convenience. The library should be in a room especially provided for the purpose. It should be one of the most attractive rooms in the building, well furnished, conveniently located, free from disturbance, rather roomy, abun- dantly lighted, and well ventilated. Practically the same attributes jast named should characterize a suitable study hall. In fact, a library of sufficient roominess for the purpose, with a trained librarian to act as adviser and study-hall teacher, will provide almost the ideal place for pupils to spend their study periods. Such a study hall is essential in a modern high-school building. It should be large enough to ac- commodate from 120 to 150 students at one time. It is not at all safe to assume that because there is a city library available it will accomplish the desired results as well as a school library could do. The former will supplement the school library accommodation.-; but it cannot effec- 24 University of Kansas. ,ti\'ely perlonu the same ser\ice so as to displace the neetl of a school library. Rather is it true that the influence of the school library should teach pupils hew to use books more helpfully, develop the library habit for them, and cause them to become life-long patrons of library facilities because they better ap- l)reciate the values in books and better understand how to find these values, llie following tabulation of information secured from the students indicates that pupils in the senior high school use the city librarj- more generally and more frequently than do the jnipils in the junior or elementarj' classes, but even the senior high school has manA" jiujiils who never use the library. T.\RLE 20. — How Oftk.v Do the School Pipils Vlsit tiik LiBKxin? (Percentage basis.) Number of times per week — Not at all. 14.9 12 5 Less than 1- 9.8 6.9 1 3 4 5 () Total number of pupils. Senior High School: 19.1 21.1 19.4 16.3 13.2 14.0 6.6 7.6 4.2 6.1 12.8 15.5 288 Girls 393 .Iiinior High School: Boys Girls 27.5 17.7 22.0 21.8 19.2 27.6 18.1 15.1 4.9 10.4 3 3 .5 1.7 4.2 3.3 2.0 182 192 Elementary School; Boya Girls 43.5 31.4 27.0 28.9 15.3 22.8 9.1 12.1, 3.9 2.8 .3 .8 .3 ,6 .6 .6 338 356 Totals: Boys Girls 29.7 20.8 19.6 18.2 17.6 23.1 14.9 14.4 7.4 9.0 3.2 3.6 2.0 3.6 5.6 7.3 808 941 There was no attempt to define how much time is required to constitute a. library visit, but the ten-minute visit and the two-hour period were each counted as one visit. Perhaps some of those recorded were brief visits, yet the number who do not visit the library at all is near 30 per cent for the boys as a whole and 20 -per cent for the girls. If we add to this the number whose visits are not so frequent as once a week, the sum includes 50 per cent of all the boys and 40 per cent of all the girls. Even in the senior high school these numbers include 25 per cent of the boj^s and 20 per cent of the girls. There is no proba- bility that the number of library visits were understated bj^ the students. There is much more likelihood that they were overstated in the desire to have the record sound well. An interesting contrast to the number of library visits is presented in the report of how often these same boj^s and girls attend the movies, and there was no concealment on the part of some pupils that they had intentionally \inderstated those facts. This was almost what one might expect, since the in- formation was entirely voluntaiy and subject to just such errors. Still it ap- ])ears that as a rival of the libraiy the movies are indeed successful at the present time, in spite of the fact that the school has no direct voice in con- trolling the kind of programs offered nor information as to the value or in- fluence of the things featured. School Survct/ of Ldii-nna 2o Percentage of Ptipils. 1 pf" ■» Boys - Girls 20. 19 ."4^ •» — — —, 15 . ^WT^ 19^4^ ~ ~ ~ ~i 1 10. 13.2% 12.8% 5 ' 6.6% Ntunber of Weekly Visits -01 23 4 56 Graph I.— The fu-aiuiux with which nSl soaioi- high-scliool pupi'^ visit llw hbniiy - fircordiiiE to their own T-fPorts. Pere. 50 -1 of Pnpils 49.5% 45 • 40 - 39.5% 35 ■ 30 ■ 25 • "27.6% 20 • 15 ' 19.2% _18_j_2_ 10 • 5 ■ Iftunber of 10.4% I Boys Girls Weekly Visits- 12 3 4 5 Graph II. — Similar facts for 374 junior liigli -school students. 26 Univcrsiti/ of Kansas. Percentage of Pupils 45 40 35 3C 25 20 15 10 5 Times per month g.v^ 44. ^ ■^or 28.2'^ 25, 17, Boys Sirls 1-4 5-8 More than 8 GuAl'ir Iir. Tho I'lequcmj- witli which 081 students in senior liigli school of Ivawrencc attcnfl the movies. Percentage of PupllSgQ 45 . 40 ■ 35 ■ 30 . 25 30 . 15 . 10 - 5 , Times per th * 49.5^ ' I I • 15.155 10.4^ 41. 2f 25.^ 23.1^ 9.4% 1-4 5-8 More than Boys Girls mont? Graph IV.— J^imilar facts for 374 students in junior liigh school of same city. School Survey of Laurence TABLF, 21. -How Often Do the School Pupils Attend thk Movies? (Percentage basis. "I Number of times per month- Senior High School : Boys Girls .lunior High School: Boys Girls Elementary School: Boys . Girls Totals: Boys. Girls. Less than 1. 9 7 10 2 10.4 lb 1 15 4 24 5 I 12 2 i 16.8 1 to 4 times. 34.7 44 () 41 2 49,5 50 (i 51 I 42 8 47.8 5 to 8 times. 25 :i 25 23.9 23.0 More than JTotal No. 8 times. pupils. 25.(1 17.6 23 1 i 9 4 It) 5 8 4 21 1 12 4 288 393 338 350 This table states that 1 boy in every 8 (12.2 poi- cent) and 1 girl in every 6 (16.8 per cent) attend the movies seldom or not at all. This percentage is twice as high for the elementary pupils as for the senior high-school pupils. The table also states that 45 per cent of all the boys and 35 -per cent of all the girls attend the movies more frequently than once a tveek. For the senior high school alone 56 per cent of the boys and 46 per cent of the girls attend the movies oftener than once a week. One-fourth of the boys in the senior high school and near one-fifth of the girls are movie patrons oftener than twice a week according to their own statements. Perhaps one should not criticize these young peoi)le nor their choice of amusement until he has carefully in- quired what better form of leisure occupation the comnuinity provides and what the school as an instittition is doing to prejiarc tliein for wise and health- ful enjoyment of leisure. A School Assembly Room. Nothing that can be calltMi an assembly room is found in the present high-school structure. Such a room provided with a stage and dressing rooms, capable of seating 1,200 to 1,500 people, so as to accommodate the junior and senior high-school pupils together on some oc- casions as well as parents and students on other occasions, is an indispensable part of a complete high-school organization. It is in such a room that school spirit and the atmosphere of the institution have their rise. Here the school officials or other persons may be able to meet the students as a body. B^• means of general and special assemblies of the students a sort of community life is developed within the school; and a fair understanding of the purposes and j)olicies of the school, may be explained to all if ther(! is a conmion l)lace of meeting. It is in such a place that student dramatics, literary contests, jiatriotic pro- grams, musical choruses, orchestra concerts and other forms of school assembly lind their expression. And it should be understood that the extra-curricular activities of a typical high school afford splendid opportunity for constructive educational results. The school assembly hall is the proper place for gradu- ation exercises, addresses to school pupils, or mass meetings of students, and it maj' become the very center for many forms of democratic activity in both school and community life. It should be provided with lantern and screen for using both slides and reels in illustrated lectures or entertainments, and 28 I'nii'ersity of Katisa--<. The hall should have a main outside entrance. Such a hall has not yet per- formed its full function when it has served the needs of students and school, for it should serve equally well as a place for the parents or people of the community to gather for lectures, and for musical, social or civic iiurpose. It may become in a larger sense a center for community and social education. Music and Fine Arts. There is an imi)clliny>roved study under teachers in school or outside, may well be gi\en credit. Hut there is need still further of instruction in the school for de\eloping general music api)reciation and understanding for its life en- lichment and for its I'egenerative value in hours of leisure. It should be the part of the school to provide so far as i)0ssible for this work in music. The general assembly hall will serve for the practice of glee club, and choruses, and for commimity singing, but for class instruction and oichestra training at least one separate room will be required. The school should also provide the music stands and the musical instruments required by the school orchestra or band if necessary, and a suitable storeroom for all nuisical instruments and ecjuipment belonging to those organizations or to the school. The high-school orchestra maj' in turn save the exjiense to the school of hiring professional musicians foi' the school graduation and for other community or school programs. Other work in fine arts, including drawing, jjainting and designing, will require at least one room. School Club and Society Rooms. A ^a^iet\- of clubs and societies of a social and educational nature aie found in a modern high school. These or- ganizations include music clubs, literary societies, dramatic associations and other similar groups, which should be definitely recognized by the school and have suitable meeting rooms provided for them. Their needs are of such importance and frequency, as to justifj' the provision of rooms especially fitted to meet these needs for a lecture, club and society room, as the usual classroom cannot serve such pm"])ose in other than an imperfect and unsatis- factory wa}-. One larger and two smaller rooms are recommended for such use. The organizations that use the rooms !ii,i>- und(>rtake to jirovide ]iic- ScJioul Surrct/ of Lairrencc. 29 liire^. lUK--^. Hnd window haiitiinjis for such rooms, letniny, tlic school to pro\i' of a dozen treads. Even this inconvenient room is small, has no artificial lighting, and 1h(> natural lighting is not good. The principal's office should i)rovide for the business and administnitive fea- tures of conducting a high-school organization. There nuist be space suffi- cient for several i)ersons besides the office staff in the office at one time. Sufficient space should be jMovided there for conveniently filing all school records and data of a statistical natiu'e for later use and reference. The ad- ministrative duties of the ]irincipal and the needs of man\- pri\-at(^ conferences makes a private dixision of the office essential. Science Laboratories. Laboratory rooms are needed for i)hysics, chemistry, cooking, agriculture and biological subjects, and two available lecture rooms for science subjects. Special provisions will also be required for sewing, and honiemaking instruction. This will require a room for sewing, with a fitting and laundry room adjoining. For cooking instruction one room should i)rovid(> for several unit kitchens (or kitchenettes). A pantry room and a dining loom of moderate size arc also needed. School Lunchroom. Adequate and attractive lunch room pro\ isious should be made for the girls and boys who carry lunches and for serving hot lunches to teachers and students who maj^ wish to or be required to lunch at school. Kitchen and pantry facilities must be near the lunchroom. Plain tables and chairs for 150 to 200 persons will be needed if hot lunches are ser\ed at the school, and this equipment is \er>- desirable for the health and convenience^ of both tlie students and teacheis who do not go home. Girls' Rest Room and Nurse's Office. There is need of a girls' rest room. provided with sufficient furniture to make it suitable as an emergency or resting room, where aquiet place to recline may be found in cases of faintness. accident or illness. This room should also be fitted with an emergency wash- bowl and toilet facilities. It may well l)e combined with the school nur.se's room. Teachers' Rooms — Men and Women. In the buildings that hou.se the high school now there is no iilace a\-ailable for teachers to go to si)end a vacant period, to prepare work for a later class, to pass the noon hour or to hold even a small committee meeting. Such rooms to be used as teachers' rooms are found in nearly all modern school l)uildings. ((Jue for women teachers and one for men teachers.) 30 University of Kmisa.s. Toilet Rooms and F'acilities. The main toilet rooms should be found on the ground floor, well provided with heat, light and ventilation, and con- veniently located w'ith reference to corridors, stairways of exits. At least one emergency toilet seat for boys and one for girls should be provided on each floor of the building. Toilets should be clearly designated at entrance, and privacy should be preserved by the use of light-weight, white, swinging doors on all toilet booths. Such provision is not now found in the boj's' toilet. Ofl[ices, teachers' rooms, dressing rooms, gymnasium and janitor's room should also be provided with toilet conveniences. Shops and Manual Training Facilities. It is the con\-iction of the survey staff that after the junior high school is permitted to take o\'er the rooms that Ivdve first been refitted for their needs in the [jivsent senior high-school organi- zation, the mechanical equipment and manual training rooms of the junior high school will then also serve quite adequately such needs of the senior high-school boys as will need to be provided for in this work. A shop on the ground floor for the agriculture work, with a wide outside entrance, should be iirovided in the new building for work on agricultural tools and machines. For training in trade school subjects it is now quite possible for the school authorities to reach a cooperative agreement with Haskell Institute for vising a part of the splendid ])lant and equipment that are now provided at that institution. The officials of Haskell have already indicated the feasibility of such a plan. The survey staff believe that the high school should ofTer trade work to those who desire it, and they heartily commend the plan of coopera- tion suggested. But the high school should do more than offer the trade work ; it should exert itself especially to make the opportunities offered in trade l>reparation seem attractive. High schools in general have been far too prone to oft'er adequate and attractive preparation for the professions alone. The public high school does not meet its full obligation if it does only that. The needs of business and of the skilled trades have at the same time suffered neglect. W. D. Lewis says,* "At i)resent thousands of men whom the Lord intended to follow plows and drive nails are gouging each other and mulcting the public in the shabby-genteel crush after patients, clients, and congrega- tions." If this is true, the one-sided school emphasis is in part responsible. .\nd as for compensation received, the tradesman now surpasses the minister and the doctor in numerous instances. Facilitie.s for Business Education. Following a similar trend of thought there is an obligation resting upon the public high school to provide as good preparation for the boj^ or girl who will enter business without university training as it now gives for entering the classical or engineering courses in college. The school cannot defend the avowed offering of better educational opportunity to one group than to another group. Not only should the course in business training be offered, but it should have the influence of the school officials to give it dignity and prestige. The school should not suffer it to be classed as an opportunity for pupils of lesser abilitj', nor to be brought into disrepute because it includes some pupils who are not looking forward to university work when the larger number in high school are preparing for the universitj'. * In "Democracy's High School," by W. D. Lewis. School Surrey of JAnrrcncc. 81 8uch a course must give iiructical business training and be fundamentally educational in the fields that fit for modern business i>ursuits. It should re- quire the equivalent of four years' work for graduation, but be so organized that each year will give training of definite value to those who must drop out without completing the course. Table 13 of this report shows that more than 36 per cent of the high-school drop-outs reported in that table did not like the school or could not get the training that they wanted. In their present occu- pations 30 per cent are employees, manj^ of whom are in clerical and com- mercial service for which they need business training. Twenty-one of these drop-outs state that they went to the Lawrence Business College for training that they could not get in the high school. Table 22 provides the information that 18.7 per cent of the fathers of the senior high-!?chool jnipils are engaged in business, and nearly as manj' of the fathers of junior high-school pupils. In table 24, 7.5 per cent of the senior high-school jnipils and 13 per cent of those in the junior high school report business pursuits as their preference for life work. It is also possible that some of the large group of "undecided" pupils reported in that table would find it easier to state their preference of life work if the school offered a greater diversity of instruction which included business educatipn. E\en among the occupations of the graduates of the past six j'ears it is shown in table 6 that one-third of them for whom there is a i-ecord and who are not students are employees. Two-thirds of these em- liloyees are engaged in business and commercial work for which the school gave them no definite training. The course in business training should provide actual training in the approved methods and standards of the business world and train the business intelligence, giving no place to academic work whose chief value is its claim of "mental discipline." The Junior High-school Building. At present the junior high school is liadly housed in a building constructed for elementary school use, and rather badly constructed for any school purpose. There is a shortage of rooms, many of wliich are ill adapted for the piu'poses used. Both natural and artificial lighting are grossly deficient in a majorit3^ of the rooms used. Some classes now report for shopwork at the manual building of the senior high school. Other classes recite in the partitioned ends of the corriders or in closet-like sections of divided rooms. The situation seriouslj^ impedes the right kind of instruction, which is the chief reason for the existence of a junior high school. Relief should come without delay. The suri'ey staff agree in the statement foimd in section II of this report that the building provisions for the junior and senior high schools should be verj^ similar, unless their pro.ximit.v makes certain features such as manual shops available for the common use of both. But until such time as a new junior high-school building may be feasible as. a part of the building j^-ogram outlined for this commimitj-, it is the recom- mendation of the survey staff that the three buildings of the present high school plant be fitted for meeting the needs of the junior high school so far as possible, and in a manner similar to that suggested in section II, after a new senior high-school building has been constructed. High School Unity. It should be frankty acknowledged that something more than fine buildings, adequate equipment and a well-developed curriculum are required in the making of a modern high school. Unity of attitude and 32 Unirersity of Kansas. purpo.se aie paiticuhiily needed in promoting the riglit si)irit and in giving di- rection to the liigh-!?chool organization. The high school should be regarded as a unit for cdu'Cational purposes, in spite of the fact that for administrative convenience it has the junior and senior divisions. The condition prevailing in Lawrence is the reverse of this. There should be harmony, correlation and continuity in subjects of instruction offered. This means the elimination of all duplicated, imrelated, or useless work; and the mutual recognition of credit for the work done or instruction receiAed. The courses offered should by all means take note of what precedes and what will follow them. The student should find no discordant break as he passes from junior to senior high school. "Educational continuity from the eighth to the tenth school year is as neces- sary as it is from the fourth to the sixth school year. The only effective means of securing these objectives of )inity and con- tinuity is to allow them to determine the form of organization that is b- plemented, if desired, by a principal's council or by teacher committees charged with the responsibilities of studying conditions and making sugges- tions for improving the school instruction in such fields as health, tatizenshii>. vocational preparation or socialized activities. Such resjionsibility of com- mittees or council might then pertain to both divisions of the high school and the plan would serve to bring the teachers participating into more definite contact with essential school problems. But the council or committee plan should in no way be regarded as a substitute plan for a better administrati\c organization for relating the two separate di\'isions of the high school. There is considerable objection to depending on the i)lan of employing de- partment heads for the purpose of securing the cooperation and unity de- sired. The objections to such a plan are: (1) That the usual department di- visions are not inclusive of all the pupil interests that must be provided for; (2) that certain duplications and conflicts of authority are produced ; (3) that the importance of each subject is easily overevaluated by the department heads, and the teaching of subjects instead of students is frequently the re- School Surrey of Lawrence. 33 suit; (4) the type of instructor qualified to direct the teaching and approve the content of a subject in both junior and senior high schools is not easy to find. This is one of the important problems relative to the administration of the high school that the board of education has to decide. There is no question but that the present lack of unity and cooperation is a detriment to the better work of both divisions of the high school and calls for early correction. The unfairness of such a situation is felt most directly by the pupils. They are the \-ictims but they are helpless to remedy it. The remedy must be administra- tive, coming from above. The High School Records. In guiding the administrative procedure in a high school, in the supervision of instruction, in the formulation of policies, in giving vocational guidance, and for general informational piu'poses, the high school needs the most comi)lete, simple and convenient system of rec- ords that it can find or devise. The keeping of records should include much more than the scholastic marks of pupils, and if they are to be kept in an ac- curate and intelligent manner it will mean that a designated clerk, teacher oi- assistant should be trained in and made responsible for the keeping of all per- manent pupil records. Standard record cards are available, b\it the manner ot recording the facts is also highlj' important. It is important that virtually all the facts of a pupil's school record should be on the same report or card, properly filed so as to protect and preserve it. The value of those records is indicated by the fact that it is not unusual for schools to provide "fireproof safes or vaults where such records are secureh' stored and locked when not in actual use. The record itself should be simple but comprehensive, so that one may get a statement from it of the indi- vidual's scholastic, social and physical traits. His personal qualities, interests and attitudes may also be recorded such as vocational aptitudes, participation in extra-curricular activities, and his attitude toward responsibility or social right- mindedness. All successes, failures and repetitions should be stated on such a record card (not merely a report of the passing grades), and the facts of health, age, address, attendance, etc., should also be givc-n. These record.^ should be similar for both divisions of the high school. SUMMARY OF CHAPTER II. 1. The present high-school plant is grievously inadequate for the present (iurriculum demands and hopelessly tleficient for providing the kind of edu- cational opportunity which a public high school should provide and which a preparation for democracy demands. 2. A modern high school must provide the opportunities and equipment demanded by a modern conception of the objectives of secondary education for a democracy. 3. Health training, health habits and health information should be definitely provided for by means of a separate gymnasium for boys and girls, and other facilities required for physical and health development. 4. The percentage of pupils in junior and senior high school who get any regular and health building exercise other than home chores or walking to school is small. The report on how their leisure time is spent emphasizes the situation stated but is in contrast to the pupil's statements with reference to favorite pastimes. Many of the pupils earn money outside of school. ' 3— K. U. Ext. Bui.- 121-2 34 University of Kanscifi. 5. A school library of approved type combined with a study luill is one of the essential needs of the high school. It is evident that many of the high- school pupils are not forming desirable librarj' habits, but 90 per cent of them are regular patrons of the movies. 6. The assembly room is an essential part of the provisions of a modern Jiigh school. 7. The value of music and other fine arts should be definitely realized and provided for, esjoecially as socializing factors and leisure interests. 8. Club and society rooms for the use of music, literary, dramatic and simi- lar associations are demanded in a building that provides adequately for the recognized objectives of secondary education. 9. Other definite needs include an adequate administrative office: a school lunch room; a girls' rest room; teachers' rooms; laboratories for physics, chemistry, biolog}^ agriculture, and homemaking; and better toilet facilities. 10. The shop facilities of the junior high school will accommodate the senior high-school i)upils in manual training. A room for agricultural me- chanics should be provided in the new building. Trade instruction should be offered bj'' arranging with Haskell Institute for the use of their well equipped .s by size as in the kind of families from which the pupils come. ' TABLE 28. — The Amount of Schooling of Older Brother.s and Sistkrs of Pvpils in School. (Percentage basis.) Never in Iligli School. . In High School now Have attended High School Graduated from High School .Attended University In University now Graduated from University . . No record Pupils in Senior High School. 21.0 10.5 18 11.5 10.0 19 10.0 Pupils in Junior High School. 25.0 22.0 16.0 9.5 4.5 15.0 7 Elementary pupils. 25.3 26.5 U 9.5 2.0 9.5 7 9.2 Total number oi brothers and sisters. 482 386 315 218 119 311 174 70 2,075 iS'uTK.-lii Liie senior high school there wove 28G )Hipils who reported that they have no older brothois or sisters; in the junior high school the number so reported was 141; and in the elementary school it was 332. From the above table one maj^ read that practically one-fourth of the older brothers and sisters have never attended high school. P^rom 11 to 18 per cent attended high school for a time but did not graduate. Another 10 per cent graduated fi-om high school but did not go any further. We may observe from these facts that for the senior high-school i)ui)ils 61 per cent of the older brothers and sisters did not reach the university. Another 10 per cent attended the university but did not stay to graduate. Only 29 per cent of these older brothers and sisters are either present students or graduates of any universil\'. T.\BLE 29.— Wh,\t the Occupations are of the Older Brothers ivnd Slsters of the Pupils Now IN School. (Percentage basis.) Of pupils in — Senior High School. Junior High School. Elementary grades. « Total number of pupils. Students. Professional Employees Business Homemaking Farmer Skilled labor Unskilled labor No occupation or no record 29.5 10.2 10.4 15 11 10.4 5.6 5.8 15.5 37.1 7.3 6.5 1.7 10.0 4.1 7.3 9.0 16.9 36.3 4.6 7.3 2.8 11.7 4.3 6.7 6.3 19.9 699 157 175 42 229 141 134 137 361 Total percentage 99.9 99,9 99.9 2,075 School Surrcj/ of Lawrence. 39 For tlie junior high-school pupils, 73 per cent of the older brothers and sisters have not gone beyond the high school although a larger percentage are still in high school than is true for the senior high-school students. In studying the occui)ations of older brothers and sisters, we find that from 30 to 40 per cent of thcnn are classified as students, and that for another 15 to 20 per cent of them no occupation is given. It thus appears that 50 per cent or more of the number have either not yet selected or not entered upon a life occupation and any comparison pertaining to the occupations reported would be limited by the fact that this ])ortion ha\e no occupation beyond merel>- temporary pursuits. TABLE .30.— Showing How M.\ny Pvi'Ils Rwe the Following .Articles Pkovided \t Theii: Humes. (Percentage basis.) ■"iir pupils in .\utomobiIe .Sewing machine Electric iron Piano Victrola or lilie in.stniinciit V acuura cleaner Electric washer . . Fireless cooker . Gas stove Gas engine Typewriter Senior High School. 54.9 96.1 55.0 74,0 94.8 38.6 22. 3 22.0 70 20 4 33.2 1 .Junior High School. 46.5 96.2 50 70.3 51.9 31.5 20.8 19.5 74.9 10.7 26.5 Elenicntaiy grades. Total number ot pupils re- porting "yes.' 838 l,65(i 884 1 , I6r> 861 542 362 323 1.226 23(1 481 eqmp- This table states that 54.9 i-er cent of tiie senior an(i 4()..") per cent of th junior high-school pupils have an auto or autos at home. It should be borne in mind that the percentages in this table refer to tli distribution of pupils, not to percentages of the homes. The articles mentioned in the above table are significant pieces of inent found at many of the homes from which the school pupils come, are related to the experience of these pupils and quite naturally form a part of that experience. The school should be able to profit by the inforniation found in this table in making more practical contacts with the homes. ISJorc than nine out of every ten of the pupils come from homes that have scwin.i!: machines. The school also provides sewing machines, but apparently no one has found out whether the school has the prevailing kinds found in the home.-s of the pupils. Two models of machines are provided at the school but there is no electric sewing machine even for demonstration purposes. Some of the pupils have an electric sewing machine now and others will later have one in their homes. The .school should not fail to take note of such a fact. It may be said, from the data of table 30, that 70 per cent of the school pupils come from homes in which a gas stove is used all or a part of the time. (Jn the other hand, 30 per cent of the pupils come from homes which do not have gas stoves, still tiie instruction in cooking at the school is done ex- clusively on gas plates ; and cooking with gas is not the same thing as cooking with coal, wood, oil, gasoline or electricity. Pupils should learn to expect re- sults to be somewhat conditioned by varied situations and by the equipment used. There is constant need that tlie school should guard against the aca- 40 University of Kansas. (lemic and artificial even or perhaps especially in such subjects as cooking, laboratory, seving, and shopwork, where it should be easy to give the work much of practical and concrete adaptation. Some of the pupils in families that have autos must drive the family car or truck, but the school is not taking full advantage of this kind of experience on the part of the students for practical training in the jn-inciples of physics and mechanics in a waj'- that will make evident to them the practical helpfulness of the school instruction. The junior high school is provided with a single gas engine from an automobile, but it is studied as a structural or anatomical study, apart from its normal function of making the auto wheels "go round. ' Hut even the provision of such equipment marks a progressive step toward making the instruction real for the individuals instructed. More than 7 out of every 10 pupils in the high school come from homes tliat have a piano. Fifty per cent of the high-school pupils have instruments of the Victrola type in their homes, but the school is using but a smtdl part of its potential opportunities to stimulate and develop the musical possibilities which are lying latent in its students. Fireless cookers are finding increased favor in general use, and they are found in the homes of one in evcrj' five high-school pupils; but the only piece of such equipment that either division of the high school is now able to claim is part of an older model that has been rendered useless by the complete loss of its whole inner section. If there is anything that should be learned by ]»upils regarding the use and care of such equipment both divisions of the liigh school should be amplj- provided with means of instruction. SUMMARY OF CHAPTER III. 1. The occupational distribution of the pupils' fathers suggest that the pupils come from homes of widely-varied interests. The high school is not equally successful in holding the pupils of the different groups. 2. There are 106 boys and 126 girls whose mothers work outside of the liome. One-third of these pupils are colored, two-tiiirds are white. 3. The choice of life work by the pupils shows a wide variety of interests represented, with approximateh' 30 per cent of the high-school students un- decided. 4. The 10.5 per cent of the pupils who did not enter high school on com- pleting the eighth grade were interviewed to discover their reasons for not going to high school. Without counting those who had moved away, it was found that 40 per cent of them had entered either high school or other school at a later date. 5. More than 70 per cent of the pupils in junior and senior high schools were born either in Lawrence or elsewhere in Kansas. 6. Eighty-four per cent of the colored pupils and 88 per cent of the white pupils report that they have brothers or sisters in the family. 7. Fortj"^ per cent of the older brothers and sisters of the high-school pupils have either never attended high school or did not stay to finish. Less than 30 per cent are either students or graduates of a university. 8. The older brothers and sisters are engaged in varied occupations, but the student and homemaking occupations head the list. 9. There are many forms of practical contact that the school should make with the home and with other agencies that influence education. School Siirreu of Ijiirroicc. 41 CHAPTER IV. School Provisions to Fit the Pupils' Needs. riiis chapter appears only in abbre\iated form here, but it was reported in lull to the board of education. Several pictures of actual situations are repro- duced, and the summary of the chapter appears in full. The absence of adjustable or right-sized seats; the placement of black- lioards. coat hook?;, handrails, drinking fountains, washbowls, soap containers, Illustration I. — Showing part of the furnacr iiad the exposed woodwork of the floor directly .ibove it, forming an obvious fire hazard, in tlu- Pinckney elementary school. and towel racks so that it is difficult or imp6.ssible for the smaller children to use them; and the provision of only adult toilet facilities for the youngest pupils, are all treated more at length in the full report. The need of more adecjuate fire protection and fireproofness for the ele- nieutary schools, the expostue and openness of the school toilets in some school buildings, and certain unsanitary conditions that demand correction comprise the remainder of this chapter. So general are the shortcomings and omissions, especially in the elementary school buildings, that it has seemed important to direct attention to guarding against their repetition in any later school construction, and also to secure corrections of the more serious features l^ointed out in the present building.*. 42 Unii'crsitij of Kansas. Illustration II. — Another view in the same furnace room, showing an accumulation of tlie materials of waste and lubbish where a bad fire may get a rapid start. Illu.'ituvtki.n' III. — This wooden fire tiap of a stairway is the only inside stairway to the basement and toilet rooms m the Pmckney school. The base- ment is also used for an inside play room, and not even a fire door separates the furnace room from this dangerous wooden stairway. S'-liool Siirrcn of LLUSTii.\Tinx IV. — Here is shown part of the furnace room in the Woodlawn school. Only a match or a spark is needed to start a bad rire, and the exposed wooden joists above will quickly lie enkindled. iLliUSTRATTON \'.— Showing the cxiiosed ceiling and tli in the (Juincv school. 44 University oi Kansas. Illustration VI. — This open fire trap stairway in the New York school is the only clirtH-t exit from the girls toilet room, which is even a worse firetrap. r 1 Illustration VII. — Showing the exposure and lack of seclusion of the girls' toilet room in Pincknej" school, as seen from the main basement corridor. School Surrci/ of Lawrenc( . 4o Illustration VIII. — .showing the exposure of the boys' toilet in the Pinckney school, as it is seen from thn general playground throiigh the open door. Illustration IX.- — Showing the exposure of the boys' toilet in the Quincy .school, as seen from the school playground. 46 I'niremiti/ of Kansa.^ There is not niucli seclusion ]irovide(l in the situations pictured in the preceding pages; neither is there convenience and safety of approach. The responsibihty for such conditions as those indicated in the preceding pages must rest finally upon the board of education. It is their duty to keep the schools tit for the functions that they are intended to serve, safe for their occupants, suited to the needs of the children housed there, and as well provided as possible for the task that is imposed upon their teachers. It is also a part of their duty to inform the public of the needs of the school and to ask for the funds needed to make them what thev should be. Illustrvtiox X. — The entrance and approach to the girls' toilot in Q\ srhool, as seen fioiii tin- ,j;\uitoi''s quaitfrs. SUMMARY OF CHAPTER IV. 1. In none of the elementary schools of Lawrence is there any (evident attempt to make the school provisions fitted or adapted to the ])upils' ntH^ls. The situation in the high school is similar. 2. The school seats jirovided are usually of only one size, and nonadjustable. Tlie few that are adjustable have not been properly adjusted. 3. The school blackboards, coat hooks, stair rails, ch-inking fountains, wash- bowls, soap containers, and i)aper towel racks are uniformly placed too high in the elementar.y buildings for 25 to 50 jier cent of the pupils who are ex- ])ected to use them. 4. Toilet facilities are not a(la])ted in any way for the smaller cliildren who form a large group of the pupils in these buildings. 5. The absence of firei)roofness and the presence of grave fire hazards in se\eral of the elementarj' schools of Lawrence are intolerable and cry out for reasonable protection for the lives and safety of the small children housed therein. 6. There is an almost primitive lack of seclusion and privacy in the school toilet provisions of some elementary schools, making the 'cultivation of right habits and attitudes on the nart of pupils, with reference to decency and polite standards, extremelv difficult. School Surrci/ of L(iirr()ice. 47 CHAPTER V. Courses of Study for Junior and Senior High School. Since a well-built .school buildinji' is a tentati\"ely permanent structure, it should be erected not onlj- with present wants but also as much of future re- quirements as can be determined in view. Consequently, it is necessary to .inalyze the curriculum as it is, as it should be now, and to suggest the changes which are most likely to be demanded as the result of successful ex- ]u^riment in the most progressi\e high schools and the studies of scientific educators. On this basis building i)lans may be constiaicted to meet present needs and discount as nuich as pos.-;ible the cost of future changes. Thr troul of present-da i/ high-schnol rurrinila can be set forth with a fail- dcgrc(> of accuracy. Following in the w:dtficiency of free education that our young people could be led to want or i^ersuaded to take; but, at the same time, the difficulty of con-elating so many new studies with the old has led to a jumble of required and elective studies which it has been impossible to administer with efficiency. Little organized advice has been a^-ailable to students and they luive been allowed to pick their courses here and there, their choices dictated as often by the line of least Resistance as b}- intelligent guidance. The net result was an inevitabl(> confusion of puipos(» and a scattering of educational energy. In recent years the colleges have reacted from such wide use of free elec- Ti\-es and the high schools must do so likewise. The principle of milimited free election must give wa)'. and is giving way, to differentiated courses, organized to meet predetermined educational needs, and chosen on the basis -of indi- \-idual ability and purposes. A mean between formalism and free election must be established. In order to do this it is necessary to determine the cen- tral features of the curriculum to be emphasized and then group the minor elements about these central cores. A minimum of necessaiy work equalh- \aluable for everybody must be sifted out and required of all students. The electives must then be organized into orderly groups and chosen under direc- tion. In the succeeding pages we shall first try to locate the most important aims (;f public education and then suggest as required studies those best adapted to accomplish these aims. As group or special electives we shall suggest such other studies as seem best fitted to reinforce these central aims, or minor edu- cational purposes to be accomiilished. A tabular statement will then be made ( t the main courses which might well be offered in the Lawrence high schools. Educators generally outline four aims, or objectives, of education. These are, phj'sical fitness, vocational efficiency, social (including civic) service, and personal culture. Physical fitness and iiersonal culture are individualistic or 48 University of Kansas. immediate ends, while \ocational efficiency and civic service are primaril}' social or ultimate ends. From the standpoint of the public in establishing and supporting schools the first two may even be said to be means to the ultimate end of producing economically and socially efficient citizens. The more im- mediate and simpler purposes of developing physical fitness and personal cul- ture should dominate in the earlier years, reserving the ultimate and more complex ends for maturer years. In adapting the curricuhmi to meet these four fundamental aims the public .schools have been divided into two parts, the elementally school and the high school. The elementaiy school stresses the simple immediate ends, the high school the complex ultimate ends. Everywhere there is a tendency to equaliz<^ these parts, giving six years to the elementary and six years to the high school. So sound and insistent is this tendency that the survey staff are unanimous in commending the board of education of Lawrence for adopting this form ot organization, which is as follows : (a) An elementary cuiTiculum including the kindergarten and first six grades, practically uniform in nature and required of all. Its materials and activities should be mainly directed toward the accomplishment of the first two objectives, physical fitness and personal culture. It should provide train- ing in the physical coordinations necessary to bodily develoi)ment, and the knowledge most useful for the maintenance of health, the formation of propei' habits, self direction, and stimulating mental effort. It should also provide the teaching and activities necessary to de\clop skill in the use of the tools of learning and acquaint the pupil with the essentials of the conmion heritage of culture which tends to unify social and civic ideals. (b) A six-year high-school curriculum, divided into two equal parts, tln! junior and senior high schools. The aims of the junior h'gh school siiould vary slightly from those of botii the elementary school and the senior high school. Through the kindergarten and the elementary grades the process of socializing the individual child is .accomplished through training to meet universal needs. But socialization is a (Icuble process. It demands both unity and differentiation. The educated uidividual must have not only a reasonable conmiand of the cultural in- heritance of the race and of the skills needed in the common life but special accomplishments or funds of knowledge and special vocational and avocational skills. In order to guarantee that this specialized training of the later high-school years shall be effective the junior high-school period should serve as a testing time for determining vocational and cultural aptitudes. Entrance into the junior high school will about correspond to the beginning of adolescence. About this time the vocational interests and ambitions of boys and girls begin to focalize and their special abilities and weaknesses begin more vitally to affect their progress in certain studies and their general interest in school work. Expert study and guidance during the jimior high-school period would enable most of the students to enter the .senior high school with vocational and cultural majors already selected. As soon as possible the Lawrence high school should have an expert teacher whose full time can be given to such guidance. If industrial firms can afford a personal expert to guarantee that mature workmen are properly placed the public should be able to afford a guid- ance expert to aid immature pupils to select and adjust themselves to the particular course for which the>' are best adapted. Sdiool Surrey of La^rrence 49 It is ut tlie eutrance into the junior high school where the first group dif- ferentiation of courses should take place. From this time forth the vocational and cultural interests and ambitions of bo5's and girls become increasingly dif- ferent. The elemental distinction between the future activities and needs of bo3^s and girls should therefore be recognized in providing separate courses where each should get special training not so important to the other. This can be given through manual education and shopwork for boys and home- making subjects for girls. Further differentiations will appear in the follow- ing tentatively proposed program : TENTATIVE JUNIOR AND .SENIOR HIUH-SCHOOL PROGRAM. Vocational core. Boys. Girls. Social and civic core. Required. 7th Grade: Shop work . 8th Grade: fhop work. Sewing and Design. Physical Training. Music and drawing practice. English. American History and Civics. Arithmetic. Geography, y>. .Hygiene, H- Cooking and dietary study. Physical Training. yth Grade: 1 Vocational tost unit 10th Grade: 1 Literary. 2 Scientific. 3 Normal Trainiui 4 Business. 5 Agriculture. tj Home Economics nth Grade: 1 Literary. 2 Scientific. 3 Normal Training. 4 Business. .5 Agriculture. 6 Home Economics. 12th Grade: 1 Literary. 2 Scientific. 3 Normal Training. 4 Business. 5 .Agriculture. ti Home Economics. English. American History and Civie.^. Commercial Geography. General Mathematics. Elective. Houseliold and family prob- Physieal Training. English. Elementary Social Science (including a study of voca- tions). Elementary General Science. (One unit required.) Professional. Physical Training. English. History — Social Evolution to French Revolution. (One unit reciuired.) Professional. (One unit required.) Ptofessional. Physical Training. English. Recent History and I World Problems Physical Training. American Social and Civic Prob- lems. (One unit require Language. Mathematics. Science. Arts. Vocational. (One unit required.) Language. Mathematics. Science. Arts. Vocational. (Two units required.) Language. Mathematics. Science. Arts. Vocational. A glance at this proposed high-school curriculum will show that the domi- nant objectives of the elementaiy program, physical fitness and personal cul- ture, have given way to the dominant objectives of the high-school program. 4— K. U. Ext. Bui.— 4212 50 Universitu of Kansas. viz., training for vocational efficiency and social and civic service. The firs* two objectives must be sought in each and every stud}' but the emphasis should be on the last two objectives as suggested by labelling the two central features, the vocational core and the social and civic core. An analysis oj the junior high-school course will indicate how fully it meets the jundamental demands oj adolescent education. Conspicuous among its re- quirements are three j^ears of home-making training for every girl. The need of this is so patent that it calls only for explanation, not defense. Sewing and design are suggested for the seventh grade as the basis for rationalizing taste in. dress and developing elementary skill in planning and making clothes. Cooking and dietary studies serve similar purposes in introducing the problems of kitchen management. Household and family problems in the ninth grade may include a studj' of home decoration and furnishings, home nursing, child care, entertaining and whatever other yjroblems can be made effective in classroom work. Such courses, efficiently given, would have intense utilitarian and cultural values and should prove a wholesome influence in maintaining a \'ocational balance now much needed, in the mind of girls. In the same waj^ the requirement of woodwork and Aaried shop work in the seventh and eighth grades ought to give boys an acquaintance with the use of tools and machinery and develop a manual skill needed by everyone in home and business. It would also have testing value for vocational choices, tending to remove somewhat the low esteem in which physical labor is held bj- some educated people. The ninth year has a vocational test imit for boys which might be vised for further luanunl work or be taken from any other vocational course. During the whole si.x 3'ears of the high-school physical training should In required as both end and means. Xo greater le.sson came from the World War than that concerning our general lack of physical fitness and no greater increase in economic and social well being can be devised than that which could be brought about through proper physical development and training in habits of health. The fundamentals of pltysical education may be embodied in the teaching of hygiene, gymnastics, athletics, sociability, a iiroper varia- lion in work, and as careful insistence upon wholesome plaj' as upon con- centrated study. All of this will recpiire multiplication, rather ihnn addition to, present facilities for physical education. The final feature of the junior high-school course to be cxi)laiued is the series of regulation studies intended to prepare the pupil for cultivated living and effective citizenship. In the seventh grade the usual studies of nuisic- and drawing, English, arithmetic, geography and hygiene are suggested. The materials and methods of handling these studies are being rapidly changed but there is little likelihood that any of them will be dropped. In the eighth grade English, American history and civics, commercial geography, and gen- eral mathematics are suggested. Commercial geographj- has such a wide (>conomic and cultural content and forms such a good connecting link between the geography of the grades and the vocational and social studies of later years that it is rapidly becoming a fixed eighth-grade requirement. Likewise general mathematics, continuing the study of arithmetic as it does and adding the most practical elements of algebra and geometry forms a valuable connect- ing link between earlier and later studies. It is rapidly becoming the last School Survey of Lawrence. 51 luutheaiatics required of all students in the most progressive high schools and is sufficiently justified in theor^^ to expect its universal adoption. In the ninth year three studies still remain in this core, English, elementary social science, including a study of vocations, and elementary general science. The elementary social science is at i)resent dealt with imder the name of community civics but is lacking in substantial content. It should deal with civic problems not merely from the standpoint of government but from the standpoint of social and economic institutions and practices. Running through several weeks or a certain number of recitations each week should be a general study of vocations. Tliis would not only provide valuable information for all but would be of special aid in enlarging the vocational horizon and in fixing vocational choices. Elementary general science would connect with the science of earlier years and give some insight into the wider sci(>ntific realms which everj- youth needs. Summing up the work of the jimior high school, it will be seen to cover a transition period, midway in materials and methods between the elementarj- school and the senior high school. Most of the work proposed is now being attempted but is not systematized. Much of it is uncoordinated, some of it scant in content, and \ ery seldom are its objectives fully understood by the Teacher. In Lawrence, as in most places, the junior higli school has, like Tops}', just grown and the curriculum needs overhauling. The course here outlined should at least serve as a basis for reorganization and careful study and the judgment of the survey stafT should, in its main essentials, be put in force as rapidty as possible. By the time the student {■■< nculy to i }iter the scidor high school his voca- tional prejerence should be knoirn, also sometliiiuj of his cultural tastes and avocational aptitudes. He is therefore readj' to choose, with the aid of the guidance expert or faculty committee, his vocational course and his major electives. In some cases this will be easy, in others difficult. Mistakes will be made and changes will be inevitable. But the same thing happens in later \ ocational and other choices. Even college graduates often train themselves for one vocation and then follow another and mature men fail in one occupa- iion only to "find themselves" and succeed in another. It is generally agreed, however, that it is better for a college graduate to have pursued a major line of studies than to have scattered his electives without aim. In a similar way it is better for a high-school student to get some specific vocational training and to group his electives than to pursue a haphazard course without refer- ence to anj^ fixed jnu'pose. It will be noticed that throughout the senior high-school jnogram as out- hned thei'e is a continuous but decreasing amount of social and civic training material required of all students. Study of the English ^-ernacular, pursued in .-ome form in ever}' grade from the kindergarten up, is prescribed for two years. This might be varied somewhat in the last year, allowing some to em- phasize public speaking or business English while other sections were studying literature. The most definite civic education, however, will come through the social science work prescribed in all three years. For the tenth year history in the form of social evolution is offered. This should begin with a study of the life and institutions of primitive man, which are to be traced through advancing culture as it is exhibited in ancient and 52 ' University of Kansas. medieval nations. Political and chronological history would share attention with economics, social and cultural history. In the eleventh j'^ear recent his- tory of the enlarged sort above suggested would tend to give the student a world outlook and pave the way for the final study of American social, econ- omic, and political problems during the twelfth year. Such a course would complete the cycle begun in the ninth year and lay the foundation for an understanding of ciu'rent issues, the sort people must act upon in a democ- racy, which high-school graduates do not now possess. Altogether this r( - quired work embraces five-twelfths of the senior high-school program. The second feature of the senior high-school course proposed is the requnc - ment of one vocational unit in each year. This is preceded b\^ one unit in thr ninth grade for boA's, giving them a total of four units of vocational training and the girls three units. Such a distinction is justified on the ground that an income producing occupation is a lifelong necessity for all boys, is in fact, the central feature of their fives while for most girls vocational work i> generally temporary, or at least secondary to home making. It will be noticed also that the term vocation is used in its true and broad( i sense, making no distinction between the professions and other occupations. For scholastic pursuits language, and for scientific pursuits science, are no less vocational than are economics for business men and home management for housekeepers. Moreover we have passed the day when only those expect- ing to follow the professions go to college ; hence all courses are college pre- paratory courses as well as vocational courses. This is being voluntarily- recognized by elastic admission requirements in progressive ])rivate colleges and forced bj' state law in state institutions. Under the term elective courses four units arc proposed, one each for the tenth and eleventh years and two for the twelfth year. In each of the special courses outlined some of these units will be absorbed in required work but in every course there remains some free elective studies. As previously suggested all electives should be chosen under guidance and adapted either to the strengthening and broadening of major lines of work or to the development of some special talent or needed accomplishment. No student should be al- lowed to browse about over the curriculum at random, and, in order to prevent this, it is necessary to have enough differentiated courses to satisf>' the needs of every large group of students. In a high school the size of the Lawrence senior high school there should be sufficient demand to justif>' maintaining the following list of specialized courses: the literary or linguistic, the scientific, normal training, business, agricultural, and homemaking. In addition, careful study should be made and as soon as an industrial course can be installed which will meet effectively the demand for a trained product in industrial enterprises, an industrial course ought to be added to the above list. A tentative outline of special courses, which is in harmony with the most progressive practice at present, and toward which all are moving, is suggested for early adoption in the Lawrence high school as follows: School Survey of Lawrence. SPECIALIZED SENIOR HIGH-SCHOOL COURSES. 53 10th Year. 11th Year. 12th Year. J.iterary course. English. Language. History — Social. Evolation to French Revolution. Free Elective. English. Language. Recent History and World Problems. Free Elective. English. Language. Social and Civic Problems. Free Elective. i. Science covirsc. English. History— Social Evolu- tion to Fren. Revolution. Biology. Algebra.- ' English. Recent History and World Problems. Chemistry. Geometry. Social and Civic Problems. Physics. Free Elective. Free Elective. .1. Normal Training pourse. English. History — Social Evolu- tion to Fren. Revolution. Agriculture. Domestic Science or Manual Training. English. Recent History and World Problems. Hygiene and Sanitation. Psychology. Social and Civic Problems. Methods and Manage- ment. Reviews. Free Elective. 4. Business course. English. * History — Social Evolu- tion to Fren. Revolution. Industrial History. Accounting. English (business). Recent History and World Problems. Economics. Free Elective. Social and Civic Problems Business Management. Psychology. Free Elective. •V Agriculture course. English. * History — Social Evolu- tion to Fren. Revolution. Agriculture. Accounting. English (business). Recent History and World Problems. Agriculture. Free Elective. Social and Civic Problems. Agriculture. Economics. Free Elective. - lo be taken in the tenth year, lea\'ing an added free elective in the eleventh 54 I'nirersity of Kansas. year. Such an arrangement would permit two years of language, or if three years are desired one of the sciences might be postponed one year. The second year English might be taken either with the literary or business group. The business course is constructed with the idea of giving the rudiments of a business education rather than an apprentice training for clerical work. Hence stenography is omitted from the required list as needed by but few business men. If desired it can be taken as an elective. Tj-pewriting should have been taken by the boys in the ninth grade and may be taken by the girls as an elective. The continuous unit of business training is provided by in- dustrial history, economics and business management. Both the business English course and the psychology course should give special attention to ad- vertising and salesmanship. The normal-training course will have to be worked out in harmony with state law and the needs of the rural schools, and the agricultiu'o and home economics courses are self explanatory. One other phase of the curriculum demands attention. Time must be found for the various extra-curricular activities which are increasing in number and educative importance. No progressive high school can afford to neglect them, either from the standpoint of increasing the drawing and holding power of the school or of increasing the range of educational preparation for the needs of wholesome living. Training for leadership and avocational culture inheres more directly in musical, literary, dramatic, athletic, religious, social and de- bating organizations than in ordinary classroom work. If such organizations are to thrive and offer the training needed some sort of school credit must be given those whose time and energy are de^"oted to them. Three possibilities of meeting this need seem to be open. The class work •in certain studies such as English and social science might be so liberalized that special laboratory credit might be allowed for school service; or, a part of a unit of credit might be given for extra labor in any of these recognized organizations; or, certain classes might meet only four days per week under some floating hour arrangement which would prevent an}' one subject from losing a large amount of time. So little has been done to systematize this type of educative work that any plan adopted would necessarily be tentative ; but so important is it that definite efforts to find a workable scheme would be abundantiv worth while. SECTION II. The School Building Needs of Lawrence. CHAPTER VI. The Factors That Must be Considered. In making a survey of the scliool building needs of a citx'. fi\e important questions must be answered: 1. What is the character of the city? 2. Wliat is or should be tlic> organization pohCy of the board of education? 3. What should be the size of the ultimate elementary, junior and senior high-school plants twenty years hence? 4. What are the immediate scliool building needs? 5. How should the inunediate and ultimate needs be met? The survey committee will attempt to answer each of these c[ue;ity oi Kansas. number ol ilwclling permits officially issued from 1910 to 1917; (3) the present and prospective location of factories; (4) the extension of lines planned by the telephone companies; (5) the desirable territory still available for home sites; (6) the increase in elementary school eni'ollment in the various wards or districts; and (7) the growth of the city in land additions. Such additional factors as the following may also be included: (8) already planned and pros- '])ective street railway extensions; (9) complete data from the municipal water supph' and sewer departments outlining their future programs; (10) the program for street paving, boulevarding, and extension of the park sj'stem : (11) changes both present and future in types of residence; for example, from city dwelling houses to modern city apartments, (12) the natural and social barrier affecting the trend of population such as rivers, flood plains, hills, gullies, and racial and economic strata in society, and (13) comparison of centers of various population groups. Not all of these factors are of equal value. In large cities it is possible to gather fairly accurate data covering practically all of them. Unfortunately, this is not true in cities the size of Lawrence. However, the survey committee feels that it is able to base its conclusions concerning the "trend" in population 11) ion fairh- reliable data in answer to a number of these factors. (1) Voters. The first factor, the number of voters registered by wards, may be regarded as only roughly indicative of the trend in population. It varies considerably with the jiopularity of issues upon which a vote is taken. Table 31 contains the facts. No data on registered voters are available for 3''ears previous to 1918. C/omparing the years 1918 and 1920, the firet three wards are growing and the last three are decreasing. The second ward is growing the most rapidly. (2) Dwelling Permits. No record of dwelling permits previous to July 1. 1919, is obtainable. A total of 197 permits were issued from July 1, 1919, to December, 1920. This number includes every type of building from shacks and barns to business houses. The number of dwelling permits by wards is as follows: First ward, 58; second ward, 61;- third ward, 50; fourth ward, 20; fifth ward, 12; sixth ward, 6. No accurate and final conclusions can be based on these figures. Evidently the second ward is gaining most rapidly, though there is little difference between that ward and the first and third. (3) Factory District. The factory and industrial district is very perma- nently defined bj^ the Kaw river and the location of the tracks of the Union Pacific and Santa Fe railroads. There is little indication at present of anj' marked change in the "trend" of the population diie to the prospective loca- tion of factories. (4) Telephone Extensions. The telephone company is in nt^ed of ex- tended lines chiefly in the southern section of the city. (5) Desirable Residence Lots. An examination of plate I, map of occu- pied lots, shows that the desirable vacant lots available for future residences are for the most part west of Illinois street and north of the University, and in the territoiy south of the vicinity of Fifteenth street. Of course, this does not mean that there are no desirable vacant lots in all other sections of the city. It is an interesting fact that Lawrence is only about 50 per cent occupied. School Surrey of Lawrence. ■^ v: ~ 3- C- 3 -J i * § « § s" 2 - 3 ? i £- 3 3. ^ IC -^ OD ~. I I 00 ;^ o "» 58 University of Kansas. Not more than one-half of all the lots in the city are occupied. With 20 to 2-t families to a block, the city is capable of sustaining twice its present popula- tion without increasing its territorial limits. (6) Elementary Enrollment. The elementary school enrollment by dis- tricts is .r the trend of population. School Surrey of Lawrence 59 - i Lincoln Now Vnrk Pinokncy Quincy . Woodliivvn V»n4ll„ = f,.r 1 r i O :» — 4- :c 00 3 o o j ro CO — r_w > p > o CO L"J S *; ^ 00 o ^ c; CO — w CO to £ £ i s i w p > ■ to lo C/a CO CO 4^ — 4 rf^ 4^ to Oi CO ,— *. CO 1* CO M 5x CO p — '-D cS Ot > p 83 243 308 315 239 144 136 1,468 3 CO s to H- _ — lO lO to g x 2 § n; 2 SJ P > o o o *- _ ^ -o ^, „ 3 CO p o g g 5; "1 i- 5 g P 60 University of Kansas. (11) Type of Residence. There has been no ni;uked change in the type of residence. Apartments are not numerous or apparently greatlj- desired. (12) Barriers. Among the natural barriers affecting the trend of popu- lation is the low flood plain north of the river; the river valley and the occupation of the same bj' railroads and industries. The location of Mount Oread has in the past tended to deflect the population east and south, but this is less true now than formerly. There secerns to have been little racial segregation. (13) Mileage Centers for four popiUation groups have been carefully com- puted and these indicate a trend southward. These were computed for the south side only owing to the fact that the river constitutes such a barrier that it can be crossed in but one place, and to the further fact that the high school expectancy of the north side is not high. The population groups are, in the order of their chionological age, from the oldest to the j-oungest: (1) pupils now (December 1, 1920) enrolled in high school (see plate II) ; (2) pupils now enrolled in junior high school (see plate III); (3) pupils now enrolled in elementary schools (plates V and VI; and (4) all children under six years of age not in school (plate IV). The location of each of these centers, and the geographical or territorial center of the city is shown in table 33. T.A.BLE 33. — Showi.ng Mile.\ge Centers kou Fouii Population Groups. Groups of the population. Location of centers. High-school enrollment ; Between Tenth and Eleventh on Kentucky street. Junior high enrollment ■i. Elementary .school enrollment 4. Babies (all persons below six not in school) . •"). Geographical center Between Tenth aiW Eleventh on Vermont street. Eleventh and Ma.ssachusetts. Eleventh and Massachusetts. Eleventh and Ma.s,sachusotfs. A comparison of the center for the oldest group with the center for the Aoungest group shows a slight trend south and cast. What is or Should be the Organization Policy of the Board of Education? The second factor in a comi>rehensive school building program is the official adoption by the board of education of an organization policy. In Lawrence the present organization is the 6-2-4 plan. There are seven build- ings with grades 1 to 6 or less, one junior high school with grades 7 to 8, and one regular four-year high school, grades 9 to 12. As rapidly as possible, the board of education contemplates modifying the l)resent plan and establishing a 6-3-3 plan. This will place kindergarten and grades 1 to 6, inclusive, in the elementary schools; grades 7, 8 and 9 in the junior high school, and grades 10, 11 and 12 in the senior high school. The survey committee heartily indorses the proposed 6-3-3 organization as 1 lie plan that will best serve the educational interests of the city. The adop- tion of the 6-3-3 i^lan is in line with the best and most advanced practice. The survey committee commends the board of education for its adoption of rite 6-3-3 type of organization as the policy on which to plan its comprehensive building program, and the building program outline in the following pages is based on this plan. Schoi^l Surrci/ of Ldirrencc 61 I Plate II. 62 Vnii'ersity of Kdnsas. ._52!li^^" _of_ Junior Hijf] School fnrolT Platk tit. Sclwol S>urrei/ of Lnwrcnce 68 Dislnbiilion of Sabi Population Plate I\'. 64 University of Kansas. SUMMARY OF CHAPTER M. Tlie cliiel points concerning the character of the city are : 1. The population is increasing but verj- slowl.y, due chief!}' to the growth of the University. The firgt outstanding advertisement of the city is the University, and the next should be in the future, if it is not now, the public- school system of the cit3^ The reputation of having the most modern and complete plant and educational program will prove one of the greatest at- tractions to prospective residents. 2. The population is practically all native born with high social and edu- cational traditions. The cit}' is typically residential. Retired farmers, mer- chants, and families desiring excellent school facilities art- the prospective resi- dents. 3. The trend in population is south and east, tending to concentrate close and closer to the Uni\crsity campus. 4. The 6-3-3 .plan of school organization has been adopted by the board oi education. This plan corresponds to the most advanced present practice, and. i- the hn'^is nf the huildiuii' pi'nor;tin ]iro]t()sed in this r(^]Mirt . School S}n'vey of Lawrence 65 CHAPTER VII. What Should Be the Size of the Ultimate Elementary School Plant Twenty Years Hence? The third cousideratiou iu a comprehensive school buikling program is the planning of the ultimate school plant. That is, how many of each type of school will utlimately be needed and where should the}* be located? Why a Twenty-year Building Program? The reasons for a twenty-year building program are more or less obvious to the thinking man or woman. School systems are permanent. Lawrence has always had and always will have a school sj^stem. During the last centurj' public education was some- thing of an experiment and consequently the school i)lant was allowed to ■■grow,'' somewhat like To]:>sy. To-day, everywhere cities are pajang tile penalty of this i)oIicy, or more truthfully, lack of policy. We are talking of city planning and in a few places we are making some progress in this im- portant matter. The planning of a school system is far more practical than is the planning of a city. Furthermore, we have had enough of the wasteful policy of just growing, l^y taking thought of its future needs, Lawrence may build a permanent and adequate school plant more economically that it can by a patching and sporadic policy. The modern fireproof school building will, if properly erected, stand 100 years or more. Therefore, its site should be wisely selected and the building constructed with reference to its probable tise twenty to forty years hence as well as more immediately. The adoption of a twenty-year building policy makes it po.ssible for the board of education, despite changes in its personnel, to calculate for some time ahead the financial resources available to meet building needs as these develop. It makes it i)ossible to care for the needs of those sections of the city whose population may not be over-insistent and persistent in their de- mands for improved and enlarged school accommodations as well as for those sections whose needs, real or fancied, are vigorously and incessantly pushed. In short, it makes it possible to establish and carry out a deliberately formu- lated, comprehensive, consistent, and economical policy of providing ade- quate and equitable building accommodations for all the children of the city. Factors Determining Size of Ultimate Plant. In general, the number of buildings for each type of school should be as few as possible. The canying out of such a polic}^ does away with schools which enroll a very small number of children e.xcept in the early development of outlying, sparsely settled dis- tricts. In fact, there are only two things preventing the concentration of all the schools of a system at one center. These are the distances children are asked to walk, and the obstructions to ease of approach, such as geographical features. With these two as fundamental guides, the ultimate school plant of Lawrence has been planned. Standard Distances for Walking — (a) Elementary School. It is highly desirable that there be established some standard of distances which pupils of different ages may reasonably be expected to walk to school. It is obvious that younger children should not be asked to walk as great distances as the older pupils. Furthermore, under the 6-3-3 plan there are twice as many .^.—K. U. Ext. Bui.— 4212 66 University of Kansas. tirades accoiiunodated in an elementary school as in a junior or senior high school. A careful study of the standards used in cities throughout the Ignited States suggests the following as reasonable for the city of LawTence : 1. Children in the kindergarten and the first six grades should not be asked to walk on the average more than one-half mile. A maximum distance of one mile should include upward of 95 per cent of the pupils attending a given building. A more desirable maximum would be three-quarters of a mile. Children in the kindergarten and elementary school should not be required to cross extensive railroad or street-car systems, or pass through business or industrial traffic centers, climb high hills, cross deep gullies, or walk around blind streets. Open, level, straight, and unobstructed approaches are preferred. (b) Junior High School. For pupils of junior high school grade, that is. grades 7, 8, and 9, the maximum distance should be not over one and one-half miles. It is desirable that the large majority should live within one mile. (c) Senior High School, The maximum distan(!e may easily be two miles, although in large cities it is desirable to reduce this where feasible to one and one-half mile. The purpose of establishing standard distances is to provide, once for all, a fair and uniform standard in locating school buildings. Recognition of such standards should help rather than hinder a fair consideration of conditions other than distances which usually have more or less bearing upon location of buildings. There are, then, four factors affecting the number and location of the ulti- mate elementary school plant in Lawrence. These are: (1) the present plant; (2) the distance which children may reasonably be expected to walk; (3) the density of ijopulation, and (4) the availability of sites. Number of Buildings. The first factor to be considered is the number, location, and character of the present buildings. Plate V shows the present elementary schools of Lawrence and the relationship which they bear to each other. The circles are one-half mile in radius. Using a radius of one-half mile as the standard desirable distance, plate V shows clearly that Lawrence does not need seven elementary schools. Plate VI shows that four buildings properly located will provide building accommodations within the standard distance set for such schools. Facts concerning the size of each of the pres- (>nt buildings arc contained in table 34. TABLE 34.— Character of Present Elementary School Plant. Cordley Lincoln . . McAllaster New York Pinckney . . Quincv ... Date of erection. 1914 1914 1914 1868 1868 1868 IS"?? Grades. 1,2,3,4 1,2,3,4,5, 6. 1,2,3,4.5.. 1,2,3,4,5, 6 1,2,3,4,5, 6. 1, 2,3,4,6, 6 1 ■? 3 4 "i 6 Rooms in building. 4 cr., 3 sp. . 4 cr., 2 sp. . 4 cr., 3 sp. . 8er., 2sp. . 8 cr., 1 sp. . 8 cr., 1 ung. 6 cr. 1 SD . . Enrollment December 1, 1920. 100 68 122 225 311 264 175 Standard capacity of building. 140 140 140 280 280 280 245 Total rooms, 43; total enrollment, 1,265; average per room, 31. 6. School Stir re !/ of Ldirrencc. 67 Pr.ATE ^' 68 i'nh'crsity of Kansas. Pl.ATK \I. Character of Present Buildings. An examination of the characier of the seven buildings reveals the fact that three of them, Woodlawn, Quincy and Pinckney, should be condemned as unsuitable for educational purposes. This is not a new discovery. On the other hand, Superintendent Kent, in his annual report for the year 1916-"17, showed that in the two important items of light and ventilation these buildings were woefully lacking. Table 35 shows how the elementary- school buildings of Lawrence are rated by three competent School Siirfcj/ of Lawrence. 69 .iu(ige.s on the basis of 1,000 points for a perfect school building. A standard measuring scale for school buildings was employed for the purpose. Englehart, a recognized authority on the educational fitness of school buildings, says, "When the score on a building falls below 50 per cent of the standard it is the universal judgment that speedy abandonment of the building for school pur- poses i,s the only justifiable course." The scores for Woodlawn, Quincy and Pinckney are 456, 351, 387, respec- tively. Applying Englehart's standard these buildings should be condemned as soon as provisions can be made to properly house the children elsewhere. The following table shows how good and how poor the elementary school buildings are in Lawrence. The scores are intended to express their adapt- ability for educational purposes. TAnr.E 35. — Scores for the Elementary School Buh.dings. (.Scoie of a iio.ssil)lc l.ii'Mi jioiiits. ) Qiiincy 351 Plnofcney 387 Woodlawn 456 New York 551 Lincoln 617 MoAllaster 653 Cordley 666 ^ foo 1000 l'>ach buikUng was scored by at least thriM:^ judges using the Strayer-Engle- hart score card for school buildings. The scores represent the sum of the median values assigned luuler the five major headings of the building scale. High Cost of Maintaining Small Buildings. Fiutliennore. the cost of administering two buildings of 4 rooms each is considerably higher than the cost of administering one 8-room building. Also, the cost of administering two buildings of 8 rooms each is higher than the cost of administering one building of 16 rooms. The United States commissioner of education in a recent bulletin says concerning the size of school buildings in Lexington, Ky.: "Lexington has too many and too small school buildings. Thirteen school buildings for only 6,072 children means an average of only 467 pupils per building, which is too few to justify expenditures for the educational facili- ties, such as shops, science rooms, swimming pools, auditoriums, and play- grounds, which are so necessary in a modern city school system." Cities everywhere are abandoning the policy of a large number of small 4. 6, or S-room buildings close together. A better educational and economic jiolicy is to have a few large 12-, 16-. 20- or 24-room buildings located at a standard distance from each other. 70 rniversity of Kansas. Lack of Special Rooms in Small Buildings. Englehait . everything now taught in all the 14,000 high schools in the United States. Twenty to forty years hence the high schools will be teaching even more things than are being taught to-day. The high school is the "people's college." What is taught in the college and university this generation tends to find its way into the high school of the next generation. This process of high-school expansion began a century ago and has continued ever since, and Avill un- doubtedly continue during the next half centuiy. The repoi-t of Doctor Koos shows sixteen main types of activity-, including many subdivisions, for which space-provisions are now being made in American high .^schools : (1) Class and recitation rooms. (2) Science rooms ami laboratories. (3) Manual-training rooms or shops. (4) Domestic science rooms or laboratories. (5) Commercial rooms. (6) Art rooms. (7) Music rooms. (8) Library rooms. (9) Club or society- I'ooms. (10) Gym nasi inns. (11) Locker rooms. (12) Assembly roojus or auditoiiuin. (13) Limch rooms. (14) Administration offices. (15) Teachers' rooms. (16) Storage and service rooms. One is impressed by the wide range of activities for which space is pro- \'ided. By contrast, the older high-school buildings with their class rooms, .study-hall, and little else were simple indeed. There is a marked tendency toward the multii)lication of facilities for specialization such as special rooms for science and vocational subjects. There is also a marked tendency toward the enrichment of the work of the high .school student by the addition of space for art. music, library, gymnasium and extra curricular activities. There is no sure guide regarding space provisions in high schools. A board must study the problem and arbitrarily make their decision. Two provisions in the construction of a building will safeguard the future. First, the building should be built on the unit principle; that is, it should be capable of almost indefinite expansion without destroying its .symmetry and serviceabihty. Sec- ond, the building should be flexible; that is, it should be so constructed that at any subsequent time rooms de.signed for one purpose may be transformed at slight expense into rooms suitable for other purposes. One means of mak- ing a building flexible is to avoid i-lacing flues and ducts in ytartitions which separate adjacent rooms. What are the Immediate School Building Needs of Lawrence? (a) The committee recommends that the district proceed at once with th(> erection of the new senior high school, pro^•iding for flexibility and on the unit plan. (b) Until such time as the community is able to build a new junior high- school plant (and that will be a period of years if it handles its elementar\- 76 Univcriach of 112 cities of the United States whose population fell between 10,000 and 25,000. The re- turns for 52 cities including Lawrence were received and tabulated. The cities from which questionnaires were returned are listed in the tables reporting the results, in the pages following. The questionnaire recpiestetl data on the following points: Population by 1920 federal census; children of school census age (with inclusive ages desig- nated) ; assessed valuation of property (wnth explanation of basis of assess- ment) ; tax levies for 1919-'20 and 1920-'21 (stating the school and total levy for all purposes) ; whether or no the legal maximum had been reached for the municipality; the amount of money spent for schools except buildings and bonds for fiscal year ending about July, 1920; the amount spent for erecting and equipping buildings and retiring bonds; the average daily attendance for the school year 1919- '20 in the elementary schools and in junior and senior high schools; and the present enrollment in these groups. Another sheet requested the total bonded indebtedness of the city for other than school purposes; the bonded indebtedness of the school district as distinct from that of the city; the policy regarding the payment for new buildings; and the estimated valuation of the school plant of the city. A financial study of this tyjie designed to answer tlie (iii(\- in private and parochial schools, but it does mean that a high ranking city in this particular has T.\BLK 3!». Ri'MT; ^'AI.rATIO^• Per Cnu.i) in Avkhm.i: Daily Ai rKXDAXiE Last Year. Same of City Per Capita Wealth Ran:-; Uiahawaica, Ind. Salina, Kansas. Hooheater, Minn. Rlohmond, lad. Atchison, Kans. Iov»a City, la, Hutohlnson, Kansas. Clinton, Mass. Hastings, Nebr, Lawrence . Kansas. Winona, Minn, Leavenworth, Kans. Attleboro, Mass. Coffeyville. Kans. Grand Island, Nohr. Parsons, Kaoa. Keoloiic, la. ?t. Dodge, Is. Burlington, la. Boulder, Colo. BartlesTllle, Okla. Pittsburg, Kans. Clinton, la. Uason City, la. Sast Waterloo, la. Ardmore, Okla. Ottumwa, la. -Sedalia, Mo. .^12674.26 10308.32 9926.26 9716.70 9676.40 9266.31 9130.83 8869.84 8192.39 7698.28 7594.32 7640,88 7420.08 6804.03 5755.49 6634.03 6416.21 5221.97 6034.56 5856.34 5659.63 5606.95 5129.81 5052.00 4878.80 4445.08 4018.59 2087.07 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 $3000 $6000 .f9000 S12000 a large anionitt oj tceulth jor each child in arerage daily attendance as coni- Itared with other cities low down in th(^ table. Here again Lawrence.ranks high with $7,689.28 of wealth behind each child in school. This still argues for ample support for the schools. It is mani- festly possible for a city like Iowa City, Iowa, or Hutchinson, Kan., or Law- rence, to spend more money per child in axerage daily iittendance than Mason City, or Oftumwa. or Pitt.sburg. School Surrc}/ of Laivrcna . 81 CHAPTER X. The Size of the Education Problem in Lawrence. The following table shows how large a part of the population of Lawrence is now in school: TABLE 40. — Peiu'knt.vgk ok Popur.ATiox Enrolled in Schools this Year (1920-'21). Percentaoe of Xainr of citii. population. Rmik. Iiidependenne, M.i 23 . 62 \ Carthage, Mo 23 . 40 2 Attleboro, Mass 23. 22 3 Enid, Okla 21.42 4 Hasting.s, Neb 2 1 . 4n 5 Ishptmiing, Mich 21 . 1!( 'i Ironwood, Midi 21.11 7 Pocatello, Idaho 21 . 0(i S Marshalltown, Iowa 20 . 74 9 Salma, Kan 20 . S8 Id Boulder, Colo 20 . 40 U Grand Island. Nel) 20 . 31 12 1st Quartile 20 . 31 ' i Hutchinson, Kan 19.87 13 Bloomington, Ind 19 . 84 14 Ardmore, Okla • 19.74 I'l Marion, Ind 19.07 10 East Waterloo, Io\v;i 19.40 17 Pittsburg, Kan 1;».24 In Virginia, Minn 19.20 lit Bartlesville, Okla 10. 00 20 Sedalia, Mo 19.03 21 Ottunivva, Iowa 1 S . 73 22 Lawrence. Kan 18-64 "JS Median 18.64% Grand Forks, N. Dak I « • 40 24 Mason City, Iowa 1 *^ • 20 25 Cakunet, Mich 18.13 20 . Coffeyville, Kan 18.08 27 .\nii Arbor, Mich 17.70 28 Fort Dodge, Iowa 17 . 30 20 Burlington. Iowa Ifi -91 '^O Freeport, 111 "J • 2-') 31 Mankato. Miiui 15.34 32 Alton, 111 IC ■ ;^'' -^^ Parsons, Kan • 1.) . 24 34 .\tchison, Kan li-"" ^^■' ^^'1 Q'l^'itile 14.9,% Misha waka, Ind 14 • '' ' ■'■*-' Cheyenne, Wyo 14. uo 3 , Iowa City, Iowa 14.42 3S Rochester, Minn VA.u:> 3J Clinton, Mass ' 1 -^ • ''"-^ 40 Leavenworth, Kan 13.22 41 .\lpena, Mich l^-J^" 42 Marquette, Mich 12-^0 4.< Jefferson Citv. Mo 1 2 • ' ^ \z Winona, Mum 1^-;1 4;. Man..ette, Wis H -i'l j'j St. Cloud. Miiui '■'•"' *' Table 40 shows the percentage of the total iiopulaliuii in the piil)lic .-^cliools \-aries from 23.6 per cent in Independ/ince, Mo., to 9.97 per cent in St. Clond. Minn., with Lawrence 24th in this group of 48 cities with 18.6 per cent of her total population enrolled in the public schools. (This table does not take into consideration parochial school enrollment which is large in some cities.) Thi'< fihoxos that the Lawrence enrollment is not excessive hut median. Consc- quenthj Lawrence does not have the problem oj an excessive mnnber oj chil- dren for her popidation and wealth that some cities have. The next question of concern here is. what part of the school population is found in high school? (i— K. U. Ext. Bui. 4212 82 University of Kansas. TABLE 41. — This Yeau's (1920-'21) High School Prohlem — -Percentage Present High School Enrom,ment is of Total Enrollment. (Four-year High Schools Only.) Per cent of total Name of citi/. ' enrollment. Rank. Iowa City, lown 34 . 15 1 Lawrence. Kan 31 .43 2 Boulder, Colo 30.53 3 Ann Arbor, Mich 24.71 4 Enid, Okla , 24.29 5 Luavenworth, Kan 22 . 85 C Grand Forks, N. D 22 .69 7 Carthage, Mo 22.64 8 1st QiinvtiU- 22.049; . Atchison, Kan 22 . 63 9 Marin>=tte, Wis 20.91 10 Mason Citv, Iowa 20 . 87 11 Freeport, III 20 . 82 12 Bloom;ngt)n, Ind 20.64 13 , Alpena, Mich 1 9 . 66 14 Ishpeniing, Midi 19.64 15 Clinton, Mas.s 19.12 16 Mwliaii 1!M29; . Cheyenne, Wvo 19.00 17 Keokuk, Iowa 19.01 18 Marquette, Mich 18.94 19 Parsons, Kan 18.81 20 Burlington, Iowa 17 .61 21 Owasso, Mich 17.38 22 .Jefferson City, Mo 17.25 23 Ft. Dodge, iowa 16 . 92 24 3d Quart ilc 1 r, . '.<-i ' ; Pittsburg, Kan 16 . 68 25 Clinton, Iowa 15 . 62 26 Sedalia, Mo 15 . 50 27 Coffeyville, Kan 15 . 22 28 Grand Island. Neb 15.05 29 Ottumwa, Iowa 11.81 30 Attleboro, Mass ; 10.13 31 The situation for this year is showTi in table 41, which shows tiie per cent of present enrolment in high school in the various cities. (Four-year high schools only are considered in this table.) Lawrence ranks second with 31.42 per cent of its pubhc-school enrollment in high school, exceeded only by Iowa City with 34.15 per cent. It will be noted that Boulder, Colo., stands third and Ann Arbor ranks fourth — all university cities. The median here is about 19 per cent, showing that college and uni- \'ersity towns have large high-school problems on the whole compared with cities having no large institutions of higher learning. This city also ranked second last year in the same list in the per cent of total average daity school attendance found in the high school. Such a situation means that this tj^pe of community must invest a relatively large per cent of its school funds in a high-school plant and in high-school education as compared with other cities having smaller percentages enrolled in their high schools. Thus Lawrence, Ann Arbor, Iowa City, and Boulder must expect to maintain large high-school plants and spend proportionately more on high-school education than oth«r communities of the same population or same school enrollment. These tables show that Lauretice has just about the median jjercentage I nrolled in its schools but more than thirty per cent of the pupils are in high ■school. Thus it does not have an extraordinary educational problem, but it must expect to make a comparatively large investment in a high-school plant and pay a larper proportion of its revenues for high-school purposes than many other cities. School Survey of Laivnncc. 83 The Cost of Education in Lawrence. 1. Per capita costs for high school, junior high school, and elementarj' schools. ■2. Tax levies for 1920-'21 and for 1919-'20. (a) School only. (6) Building and bond only. (c) 'Consolidated school, municipal, county and stat< (d) Percentage school lew is of total. ;j. Increases in 1920-'21 over 19i9-'20. 1. Per Capita Costs for Lawrence, 1919-'20. The siunmary of school expenditures in this city for the fiscal year ending July 1. 1920, follows: Manual VmiklinK $3,277 . 6i High school 39,869 . 35 Ctntral 26,236 . 85 Quincy 9,149 . 56 N w York 7,843 . 85 Pinokiiev 8,200 . 57 Woodlawn G,625 .07 Lincoln 3,886 . 12 Cordlev 5,480 . 86 McAllaster 4,669 . 36 .Superinttndent's office 5,143.09 High-.school principal's office 2,951.71 Clerk of board 2,414.51 Truancy 270.00 Treasurer 150 . 00 Music 1,469 . 27 Drawing 383 . 36 Domestic .science 1,053 . 85 Alt 770.13 Dentist 381 . 42 Physical 1,107 .74 Shop 233.09 Chemistry 276.35 Physics 229 . 63 Sundries 2,023.29 Supendsion of building and grounds 1,325.98 All buildings 13,907 . 74 Agriculture 2,397 . 50 Ungraded rooms 2,203.61 Nurse 1,127.10 New high-school site 100.19 Total $155,150.09 llus report shows that Lawrence spent for education last year $75.10 jier cai>ita, based on average daily attendance, $59.49 for the elementary schools. §84.53 for the junior high school and $95.21 for the senior high school. In the matter of "per capita cost per pupil in average daily attendance," LawTence ranked seventeenth in a group of 42 cities which ranged from $131.30 per capita for Virginia City, Minn., to $41.73 for Ardmore, Okla. Lawrence was thus slightlj' above the median in per capita school costs but still in the middle fifty per cent of these cities. Among the factors commonly responsible for high costs of education are the following : (1) Abnormall}' high teachers' salaries; (2) A relatively large high school; (3) A junior high school organized along modern hnes; (4) Elementary schools reciuiring too large an outlay in proportion to the other units of the school system. Xo one who knows would argue that the salaries of Lawrence teachers are n ]ati\e]v high. Lawrence has, in a sense, been training teachers for other 84 Uiurer><}fij of Kansas. systems for manj- j'ears. The aA^erage salary is unusually low as shown by an investigation made recently by the superintendent of the Arkansas City, Kan., schools. Lawrence has had during the school year 1919-"20 according to the report of the secretary over two hundred nonresident pupils M'hich cost $95.21 per capita to educate from which the district received but $36 per capita according to the state law. In other words, this district spends manj' thousands more for the education of nonresidents than it receives. In other respects than size the high-school situation is not abnormal. The teachers teach as many classes as the North Central Association approves and there is a surprising lack of small classes. But the proportionately large high-school enrollment does increase the cost of education here. This situation, however, is one which cxeiy com- munity is compelled more and more to face — that is, the education tlnongh the high-school period of a larger proportion of its school population. Lawrence does have a modern junior high school, employing twenty-two teachers. Were these same pupils being trained in old-type elementary schools of eight grades each these pupils could probably be handled with four or five fewer teachers, but no one would argue that the saving thus effected would be justified in the light of the superior results being achieved by the modern organization which Lawrence enjoys. The instruction has been so well ad- justed to the varj'ing capacities of the pupils that there were fewer than twenty-five failures last spring among 395 pupils in a-\'erage daily attendance. The last factor contributing to the high costs, the elementary school situa- tion, needs very careful analysis. It should be borne in mind that there are seven buildings. thr(>e of four rooms each and four of eight rooms each, all of the latter being old. and the seven buildings accommodating but 1,048 pupils in average daily attendance last j-ear. The following tables analyze the expenditures for tlw-se buildings: TABLE 42.— Elementary School Costs per Capita by Schools. School. A. D. A. Instruction cost. All other costs. Total costs. Rank in costs. Cordlev 83 $52.12 $29.87 $81.39 1 Lincoln ()9 47.04 26.80 73,84 2 McAUaster 93 42.84 26.00 68.84 3 Woodlawn 157 41.30 22.39 61.04 4 New York 174 38.65 21.56 58.02 5 Quincy . . 221 35.03 16.72 56.59 6 Pinckney 250 33.44 14.00 47.44 / Table 42 shows that the cost of instruction is greatest in the buildings with relatively small numbers enrolled, and this cost decreases as the enrollment in- creases. The same observation pertains to costs other than instruction. Cord- ley and McAUaster are located so close to each other that neither building is filled to capacity. Room after room in both buildings has an average daily at- tendance of barely twenty — sometimes less. New York has eight rooms and might be one of the economical buildings if McAUaster and Quincy were not so close that barely six rooms can be filled. Woodlawn and Lincoln serve the same ten'itory. Together they require ten teachers and two janitors. Supt. R. A. Kent points out in his annual report that eight teachers and onc^ janitor School Survey of Lawrence. 85 iii a iiiodeni plant could serve these pupils better. The comuiittee does not urge a large enrollment per teacher, but on the other hand no argument can justify the present uneconomical situation. At no time could any thinking person have justified two elementaiy school plants in the south section of the city on the basis of cost. One eight- or ten-room plant would have been ample and would have served that section more adequately, since under the present arrangement fifty or sixty grade pupils must still be sent to Quincy or New York. The expenses that could be definitely assigned to specific buildings were so assigned, while all others were totalled and assigned to the various buildings in proportion to the average daily attendance in those buildings. The general expenses were divided between instruction and expenses other than instruc- tion. For example, the expense of the superintendent's office was included under instruction expense while that of the office of the secretary was included under expenses other than instruction. The following table shows the final distribution of the total cost of each building under the two headings together with the per capita costs for ele- mentary, junior high and high-school education: 86 Universiti/ of /u/n.s'a.s ^ ^^^^^-c, o CO « o ll CO oo oo = .a- u5 o ' fSj r cent eragc ally ndance F total D.A. O -^ iO -^ --* t^ CO r* ^C-a » o ■ fi. s :s°< «.2 cl CO o> eo Tt< o -H r^ 00 IO -^ CO l.^'i C30 to CS t^ IO (M «C ■^ CO o coco o fe-3-H ^ C-i >T3 S -n tJ C3 _: — c 00 a CO CO l^ O CS 00 00 ■^ coco ceil the nse tot CO CO CO CO (N CO CN (NOJ (M O GJ6_ fcjl, a o culs S « rt ^ • o> 00 O » C-l C-) en CO (N a> 1^ 1) o CO .* t-H o ■* CO o -H t^»-l o X og =5 OS b- t-' C» CO •!<' CO rt CO C^iC — c ■*0o5o0^fc CO !* CO 00 o -< s r^f _^ .^" ,v^ f.c — r '^ r ._7 00 UD CO CCi ■ "■ eo e^« ^. C: O «5 CO O C5 lO « MU5 00 00 CO W^l ^ ^ ^ rJ*.rfH OS ; (M -H (M rj^ -^ CO »0 •^ OIM CO a lO »C '-« ^ O t^ OO 05 .-H O o "o u:) OS o iM CO o o ■^ 03-I m £- t^O -* CDoOiO ^ CO"*! CD*" lo' CO O' ^ (m' Ci c^f CO 03 uo CO co*c IO Of »B — o—; .ij cj-c H -g o< fe o = o b C o S S'S o -5 M bD -^ O o 'S'c S'Chool Survey of Ldii-rencc. This table should be read: Cordley school cost $6,755.28 last year. Of this amount $4,325.59 was for instruction and $2,429.69 for expenses other than in- struction. The latter amount was 36 per cent of the total expenses, the A. D. A. (average daily attendance) of Cordley school was 4 per cent of the total average daily attendance of the school system. The per capita instruction ex- pense was $52.12; the per capita expense for other purposes $29.27, with the total per capita cost for the building $81.39, these per capitas being based in every case on average daily attendance. The waste that accompanies the l^ohcy of a multiplicity of small buildings is clearly evident here. The study of costs would be incomplete without a detailed analysis of the \a.rious items entering into that cost. The following table shows the per capita vast of various items for each school: TABLE 44.-i-PBR Capita Cost Analyzed for Elementart Schools. SCHOOL.S. Janitor. Light and heat. Supplies. Repairs. Printing. Lisur- ance. Equip- ment. Im- prove- ment. Interest . Lincoln . . .«8.30 S3 13 .?1.66 ?2.38 SO. 23 $1.29 S4.74 SO .34 «0.44 Oordley . . . 7.70 12.12 1.50 1.00 21 1.26 1 50 43 43 McAllaster 6.96 8.13 1.76 .82 .19 1.27 1.25 .18 43 Woodlawn 4.54 2.56 1.70 1.38 15 1 30 1.29 29 43 New York 4.30 6.17 1.46 3.03 14 1.27 1:84 29 43 Quincy ... 3.42 3.70 1.71 0.26 13 1 27 1.47 23 43 Pinckney 2.99 2.33 1.44 1.64 .12 1.27 .98 .11 .43 This table discloses the fact that in the items of janitor and heat and light the small school units are enormously more expensive as compared with the larger units. (There are so few lights in the elementary school plants that the item of hghts is negligible.) A similar analysis of costs by items for the junior and senior high .school is pre.«ented (in the following table: 'IWBLK 4."i. Costs iuu Skxkih a.nd .luMiin High Schooi. Per C.\pit.\. Senior H. S. Junior H. S. Item. per capita. per capita. .Janitor $3.17 $2.27 Light and heat 3.62 3.02 Supplies 2.32 3 . 20 Repairs 2.70 .i . 04 Printing 21 .11 Insurance 1.27 1.27 Sundries .78 .41 Equipment 1.35 4.47 Improvement tax .10 .11 Interest 43 - .43 Table 45 shows the various items for high school and junior high school, both lists demonstrating clearly when contrasted with the same items for the eiementaiy school plants the economy of relativel}' large units. Because one might feel that the fuel situation for the one year, 1919-'20. was not typical, owing to the coal strike and the tendency to store coal for 1920- '21, table 41 gives the fuel cost over a four-j'ear period and the rank of each building for that time. The three buildings occuping the first three places are those housing the largest number of pupils — the three high-school plants. New York school ranks fourth, with Quincy fifth and Cordley sixth. The following points are worthy of note : I'nircrsity of ivan.sa.s. TABLE 46. — Cost op Fuel for Four Consecutive Years, rt Schools. Sum Ranks for .'Schools. 19in-'20. 1918-'HI. 1917-'18. 1916-'17. of ranks 4 years. four-year period. Cordlev S890.75 $320.21 $336.12 $289.87 24 6 Manual 888.26 901.20 821.61 649.31 7 • 1 New York 831.42 417.12 475.95 335.88 16 4 .lunior high 642.54 871.37 976.83 562.32 M) Senior high ,. 628.43 675.84 866.67 598.92 12 3 McAUaster 626.28 273.83 252.52 235.13 34 ',) Quincy. .509.00 400.41 465.40 316.68 23 5 Pinc'kney . 233.03 506.20 433.63 264.03 25 7 Woodlawii 182.99 325.37 380.23 230.25 33 8 Lincoln U7.73 385.89 370.96 203.53 36 10 1. In four years it cost only $150 more to heat Pinckney tlian it did to heat McAUaster, and Pincknej- has more than twice as fnany pupils in average daily attendance. 2. It cost more than one-third as much to heat Lincoln with less than seventy pupils in average daily attendance as it did to heat junior high with four hundred pupils. This is true notwithstanding the fact that Lincoln has been the cheapest building to heat during the period and junior high second most expensive. 3. The Manual building cost more to heat than either Senior or Junior high. The explanation apparently lies in the fact that Manual is heated bj^ two small cast iron boilers while High and Junior high have tubular steel boilers. The type of heating plant in Manual is not economical. The general conclusion to be drawn here is that it is not economical to maintain a large number of relatively small heating plants, and it is very much more expensive i)roportionately to heat a small building than it is to heat a large one. In some in.stances it has cost just as much to heat a small build- ing as to heat a large one. Another fact oj siyiuficance is that had the elementary school children oj this city been housed in five elementary school bidldings last year instead oj in seven, five janitors could have cojed for the buildings. Had these buildings been equipped with mod'ern heating and ventilating plants these custodians would have spent many hours a week less on their jobs, and it is doubtful whether the fuel expense, building for building, would have been greater in- asynuch as the old buildings uyith their antiquated direct radiation iise an enormous amount of heat. The distinction between temporary and permanent repairs has apparently been lost, if indeed a valid distinction ever did exist; consequently the two have been combined here. The sum of $29,650.30 has been expended on re- pairs during the past six years. The Junior high school ranks first in this respect, with the. Senior high second. That is due to the fact that to run a modern junior high school in a plant designed originally for a twelve-room grade school there had to be many readjustments. In the Senior high the ever increasing numbers have necessitated much expense for remodeling. Quincy, Pinckney, and Woodlawn rank third, fourth, and fifth respectively with between $3,000 and $4,000 spent on each. (This (loos not include $1,380 spent for remodeling the windows on the south side ScJtool Surrci/ of Lawrence. 89 of C^uinc}- winch was ijaid out of the funds for the fiscal year 1920-'21). These expensive repairs raise the question as to hoio 7nuch it is wise to spend Oil such buildings to reach the point ivhere further repairing will he a sheer waste of money, if that point has not already been reached with these three buildings. The ventilation in the repaired buildings is just as poor as always, their heating systems just as antiquated and wasteful, their lighting just as l)Oor as formerl}' (except for the four south rooms of Quincy), and special rooms so necessary in any scheme of modern education just as conspicuously absent as ever. Within a \'erj' few years this conuuvmity must conclude to abandon these old buildings and replace them with modern fireproof structures, properly lighted, heated and ventilated according to modern standards, and equipped with the special rooms so necessary in modern educational practice. If it 'ear will approximate $6,000, Furthermore, of the 295 90 ,Universiti/ of Kansas. colored children enrolled this year in the elementaiy schools but 65 are en- rolled in Lincoln school on the North Side. // segregation is practiced it is manifestly not economy to make it a half way measure for less than 25 per cent of the colored children of the city a)id for a limited section of its terri- tory at so great an added expense. If this community is ever to realize 100 cents on e\erj' dollar that it invests in the education of its elementarj^ school children it must start as soon as possible to carry out the provisions of the building program outlined in an- other section of this survej' report. Until it does this it will continue to waste thousands of dollars on maintaining a large number of very small elementary school units several of which are poorly located, and other thousands of dollars on repairing old buildings which belong to an education of an older type and to a generation that has passed away — buildings that have already given the community value received for the original investment during the fifty years that they have been in use, but buildings that are now giving far from value received for the amount which this conununity must continue to invest in them. Until it effects a radical change in this situation it must con- tinue to pay a first-class price for an elcMuentary (Mlucation of a second-clasj; character. TABLE 47.--LFAY FOit Scjiodi, Biumum: ami Bonds Only, 1920-'21. » $2.00 $4.00 $6.00 |aoo Name of City Dollars Per M. Ran Sedalia, Mo. »V.OO 1 Carthage, Mo. 8.00 2 Mason City, la. 6.30 5 Jefferson City, Mo, 5.50 4 ' Boulder, Colo. 5.?5 5 Parsons, Kans. 5.20 5.00 6 Independence, Mo. I Hutchinson, Kans. 3.90 Ottumwa, la. 2.73 9 Pocatello, Idaho. 2.60 10 Iowa, City, la. 2.50 11 Sast Waterloo, la. 2.50 12 Coffeyville, Kans. ?.12 13 Pittsburg, Kans. 3.00 14 Marahalltown , la. 1.83 15 Enid, Okla. 1.80 16 Bartlesville, Okla. 1.70 17 Hastings, Hebr. 1.66 18 Ironwood, Mich. 1.60 g Marinette, Wis. 1.60 Atchison, Kans. 1.50 21 Butlington, la. 1.40 22 Keokuk, la. 1.38 23 Champaign, 111. 1.53 24 Alton, 111. 1.33 25 Salina, Kans. 1.20 26 Bloomlngton , Ind. 1.20 11 Leave nworth, Kans. 1.04 Richmond, Ind. 1.00 29 Ann Arbor, Mich. 1.00 30 Mishawaka, Ind. .65 51 Cheyenne, Wy. .65 .56 32 Lawrence , Kans. 53 Grand Island, Uebr. .40 34 Marlon, Ind. .40 35 2. T.\x Levies fok 1919- '20 and for 1920- '21. A question of vital interest in every city is that of taxation. With the ad- vent of the war this question became increasingly acute and complex until manv states have had to amend their taxation laws so that cities might have School Survey of Laicrence. 91 revenues with which to operate. School co^ts ha\'e beeu laouuting even more rapidly than other costs owing to the fact that the enrollment has been in- creasing and the demand for increased educational opportunities has been intensified as a result of the disclosures of the war period. It is in order then to make a careful comparative study of the levies of Aarious cities in comparison with the levies of LawTence. This is done for the A'ears 1919-'20, and 1920-'21 under the following headings: Levy for all-school purposes except buildings and bonds; levy for buildings and bonds; total school lev3^; total consolidated levy for all i)urposes — local, county, state, and school. Inasmuch as there is much variation in levies these were reduced in all cases to a common basis, namely dollars per thousand of real valuation. This is in reality mills per dollar of real valuation, but it is assumed that it is much more easily comprehended as dollars per thousand. Many cities did not reply to this question and many more replied onlj' in ]iart. The facts are given as collected because there were enough returns to be significant. Table 47 shows that Lawrence has a le\'y of only iift\' (;cnts per thousand dollars for purposes of school buildings and bonds. There are only two cities in the list of 35 that have a lower lev.v for such purpose than LawTence. Table 48 makes a similar comiiarison with riM'erence to the total money raised for all school purposes: T.AJBLE 48. — Total 81 hodi, Lkw. lii-jn--il. Hamo of City Dollars Per U. Rank $6.00 #10.00 $15.00 .JSO.OO $25 Uaaon City, la. #24.73 1 ^^■■^■^^■■^■■■^^■^■■■^■■^ lUrshalltown, la. 24.33 2 ^■■■■■■■■^■^^^^■■■■■^^■iai^ St. Cloud, Ulnn. 22.80 3 ^^^■■■■^^■■■■■■^^^^■■■■l East Waterloo, la. 20.26 4 ^tm^^^^^^^a^mm^m^mmm^mi Sedalia, Mo. ^9'°'^ 5 ^^^^^^^mi^^^m^^t^^m Iowa City, la. 18.75 6 ^^^^^^^^^H^^i^^^BBM Grand Forks, N. D. 18.40' 7 ^^^^^mi^^^ma^^m^^^m Burlington, la. 18. I5 8 i^^^bb^h^hh^^BHHI^HI Ottumwa, la. 18.08 9 ^^^HHl^^^i^^B^^^HHiHB Carthage, Uo. 18.00 10 HHi^^BHH^B^HHail^^^Bi Boulder, Colo. 18.00 11 ^gg^aammmam^i^^^tmi^^ BartiesTiiie, okia. 16.70 12 ^^t^^m^m^m^aa^mi^m Focatello, Idaho. I6.50 13 ^^—i ^^— ^— ^^^iW Coffeyrille, Kane. 16. 08 14 — |^^— i^— — 11 Parsons, Kane. 16.00 15 — I^Bi^^W^^— — Enid, Ok-la. 15.OO 16 ■—■—^^■^^■^i* Hastings, Hebr. 14.60 17 ■■■■■■■^^■■^^^^" Jefferson City, Mo. 14.50 18 — ^— ^^^^"j!!!^^™ Owasso, Mich. 14.40 19 ""J^^^^^^^^^^^F Pittsljurg, Kans. 15«75 20 ^^^^^^^^^^^^J Bloomington, Ind. 15»50 21 ^^^^^^^^^^^^^" Keokuk, la. 13 •45 22 ^^^^^^^^^^^^ Independence, Mo. 13. 00 23 ^^^^^^^^^^^^? Hutchinson, Kans. 12.90 24 ^^^^^^^^^^^ Lawrence, Kans. 12.63 2| ^^^^^^^^^^^m Grand Island, Nebr. 12.40 26 ^^^^^^^SimSm Leavenworth, Kans. 12.00 27 ^^i^^hh^i^^ Richmond, Ind. 12.00 28 ^^^m^— ^^ Ironwood. Mich. II.80 29 ^^j^gggn^g^ggi^ Champaign, HI. 11*33 30 ^^^^^^^^^^ Alton, 111. 11-55 51 ^MH^^BBB. Atchison, Kans. 11.00 32 Salina, Kans. 10.50 33 Peru, Ind Marion, Ind. 10.30 34 10.20 35 Cheyenne, Wy. 9.95 56 Marinette, Wis. 9.70 n Ann Arbor. Mich. ?.30 5" Alpena, Mich. 5.90 39 92 University of Kansas. This table .shows that, 24 of the 39 cities raise a higher levy than does this ,city for the support of their schools. Lawrence appears to be only a moderate provider, falhng below the average. Data relati-\'e to the total tax levy of the cit.v are presented in table 49. TABLE 49. — Total City Levy for all Purposes, 1920-'21 — .School, City, County, AND State. Name of City Dollars Per M. RankTo Jio J20 | 30 $40 i( I I 1 I 1 i. Mason City, la. ^9.8? 1 ■■■■■■■■■l^BHlH^^Hl^lBHII^HBHi Ardmore, Okla. 44.62 2 ■■■■■■■^^^^l^^l^H^^^^HBHHIHi Carthage, Uo. 43. 05 3 m^m^mm^^m^^mt^^mmi^m^^ma^ Sedalia, Mo. 42.80 4 —— l^^^l^^^—— — — East Waterloo, 42.75 5 l^HH^iai^HaHHBI^^HHHBI^HiHIH liarshalltown, la. 42.00 6 — ^M^M^^— ^i^i^M^^^— Iowa City, la. 41.75 7 ^''^^— ^— ^^^1^^— ^ Grand Forka , N.D. 41.70 8 ^^^^^^SSS^^^^^SS^^S Atchison, Kans. 40.30 9 ^^— ^'^— — ^— ^*^— ^^™ Burlington. la. 39.00 10 ^^^^^^^^^^^^^^^^^^ Marinette, Wis. 39.00 Xi ^^^^^^^^^^^^^^^^m Bloomington, Ind. 36.80 12^^^^^^^^^^^^^^^^^^^^" Bartlesville, Okla. 36.80 15^^^^^^^^^^^^^^^^^" Jefferson City, Mo. 36.00 1* ^^^^^^^^^^^^^^^^M Owasso, Uich. 35>00 }? ^^^^^^^^^^^^^S Leavenworth, Kans. ^'^'OO mSSSSI^^^^SSS^^mSmmm Pittsburg, Kane. 3'^.4S YL m^i^^m^a^mmma^mmm Parsons. Kans. ^^*^o i o Bi^BI^H^^^^Ha^^^^B Cheyenne, Wy. 32. 7S ^^ ■■^■■■■■■^^■^HHB Coffeyv ills, Kans. 32.50 ^° ^^^^^^^^^^^^m KeokuV. la. 31.93 ^^ SI^S^ZZ^^I Hutchinson. Kans. 20-91 ox IHHHiiHa^B^B^HB^ Marion. Ind. 28.20 H^^SS^^SS^ Wlahawaka. Ind. 27. »0 -e ■■■^^■■i^i^^^"" Grand Island. Neb r. 27-40 H^^^^m^m^m^ Ann Arbor. Mich. 27.53 2b ^ | Laurence. Kans. ^Z.Z ^r ■■■■^^■^^■^IB Hastings. Neb r. 25-40 |° HMB^^^MB Saima, Kans. 21.50 ^ It is evident in this table that the city of Law-rence had a general tax levy in 1920-'21 that w^s close to the lowest in the list of the 29 cities comi^ared. It was $7.73 below the middle or median levy shown in this table. Similar tabulations for the year 1919- '20 disclosed the following facts: (a) In the levy for all-school purposes except buildings and bonds Lawrence ranked twenty-fifth among forty cities, Lawrence's levy being $8.98 per thou- .sand of valuation Avhile the middle city had a levy of $10 per thousand. (b) In its levy for buildings and bonds Lawrence, with $1.40 per thousand of valuation, ranked twentj'-second among 36 cities, the middle city having a levy of $1.60 per thousand for the same purpose. (c) In its total school levy Lawrence, with $10.38, ranked twenty-fifth among 40 cities, the middle city having a total levy of $11.75-. (d) In its total levy for all municipal and school purposes Lawrence with S24.45 ranked twenty-sixth among 29 cities, the middle citj' having a levy of S31.20 per thousand, and 7.5 per cent of the cities having above $26.65 per thousand. The foregoing tables and facts show that both for school and municipal purposes Lawrence citizens are taxed relatively low compared with the citizens of other cities. The question, how much of our city taxes goes to the support of the schools, and, is the percentage too large? maj' be answered by a comparison in this respect with the previous list of cities. Lawrence spent 44.46 per cent of its School Surrey of Lawrence. 93 total taxes on its scliools in 1920-"21, and in this item was fourteenth in a hst of 28 cities. This was the median proportion, and by this comparison it would not appear too large. The list ranged from less than 25 per cent for Marinette, Wis., to more than 63 per cent for Mason City, Iowa. In a similar comparison for 1919-'20 it was shown that 42.43 per cent of the total levy in Lawrence went for the support of the schools, thus giving it the rank of sixth among 28 cities. The middle city had given 37.08 per cent of its taxes for schools. Investment in the Present School Plant. TABLE 50. — Ratio op Valuation of School Plant to Total ^^\LUATIOx, Expressed in Percentages. Name of city. Prrrentaoe.^. Rank. East WatPi-Ioo, Iowa 11.48 1 Sedalia, Mo 8.73 2 Ardmore, Okla 7 . .58 3 Ft. Dodge, Iowa 7.82 4 Peru, Ind 7.32 ."> Enid, Okla • 6.97 (i Grand Forks, N. D , 0.95 7 Marshalltown, Iowa 0.64 8 Mason City, Iowa 0.47 9 Jefferson City, Mo .'>. 44 10 Champaign, III 5.07 U Ist Quartile 5.67'; Virginia, Minn 5 . 28 12 Bloomington, Ind 5.10 13 Independence, Mo 4 . 80 14 Bartlesville, Okla ' 4.6 15 Owasso, Mich 4.76 10 Rochester, Minn 4.0 17 St. Cloud, Minn 4.54 IS Marinett, Wis 4.31 19 Atchison, Kan 4.24 20 Ottumwa, Iowa 4.18 21 Iowa City, Iowa 4.18 22 Median 4 . 18'; Hastings, Neb 4.1 23 Grand Island, Neb 3 . 96 24 Ironwood, Mich 3.94 25 Marion, Ind 3 . 79 26 Hutchinson, Kan 3 . 50 27 \m\ Arbor, Mich 3 . 38 , 28 Calumet, Mich 3.03 ' 29 Attleboro, Mass 2 .97 30 Boulder, Colo 2 . 83 31 Burlington, Iowa 2 . 82 32 Marquette, Mich 2 . 75 33 3d Quartile 2 . 82% Salina, Kan 2 . 59 34 Cheyenne, Wyo 2.53 35 Pocatello, Idaho 2.32 30 .Alton, 111 2.22 37 Clinton, Mass 2.21 38 liawrenee, Kan , 3 . 20 39 Coffeyv-ille, Kan 2.13 40 Pittsburg, Kan 2.12 41 Keokuk, Iowa 2.09 42 Richmond, Ind 1 . 65 43 Leavenwoith, Kan 1 .03 44 This shows the percentage the valuation of the school plant is of the as- sessed valuation of the property. It ranges from 11.48 per cent in East Water- loo where every building is comparativelj' modern to 1.63 per cent in Leaven- worth, Kan., where a survey a few years ago showed a deplorable condition in the buildings. The Lawrence school plant valued at $351,602.58 by R. A. Kent in 1920 represents 2.2 per cent of the valuation of the .school district. It will be noted that the median is 4.18 per cent. Certainly if many cities can afford school plants representing jrom 4 V<'r cent to S per cent of their valua- tion, Lawrence can do the same. 94 University of Kajisas. > It may be remarked that it is difficult to determine the present vahie of a school plant. If there were anj- method of computing the depreciation of a school building doubtless many included in the valuations above would long since have lost all value. On the other hand, it is evident to anyone ac- quainted with building costs at present that many of the plants could never be I'.placed at the figures there given. The chief value of this table, then, is to compare the valuation of ijlants with one another rather than to arrive at the exact ratio that their value bears to the real valuation of the property. To one acquainted with school plants it is not strange to find the comparative \-aluation of the school plant in Iowa City, Iowa, where all buildings are com- paratively new or Rochester, Minn., worth twice what the Lawrence buildings are worth. Those cities have in recent years discarded their old buildings and leplaced them with modern, fireproof structures in which a modern educational pvogram can be administered. Municipal and School Bonded Indebtedness, Lawrence owes $60.60 per capita that has been exi)ended for municipal pur- poses according to the latest data available, which classes it fifth among the cities studied in this comparison. The median for the 36 cities studied is $18.11, or about one-third that of Lawrence. And this city is profiting by such municipal investment. She has her paved streets, sewer system, a far- fimed water plant and a park system which makes her known as one of the most beautiful of cities for residential purposes. In contrast with this, Lawi-ence has a school indebtedness of only $8.91 per capita. Compared with 46 other cities in this respect it is twenty-eighth, thus showing a relatively low school indebtedness. But Lawrence has an ele- inentarj^ and high-school plant that is inadequate and deficient. Table 50 has shovni that only 2£ per cent of her assessed valuation is in her school plant; her per capita indebtedness for school purposes is only $8.91, as against ■S60S0 for municipal indebtedness. Does not the education of the children warrant an investment comparable with that made for the comfort and pleas- ure of the adult popidation? I'ABLE 51. — Ratio ni- Srnooi, Hondki) Indkuthdnkss to Rkai, Valuation. Expres.skd i.\ Percentages. Name of city. Perrenta(/e.'<. Rank. Aidmore, Okla 4 . 80 1 Ft. Dodge, Iowa < 4-8:') 2 Sedalia, Mo 3-74 3 Mason Citj-, Iowa 3.74. 4 Enid, Okla *. 3-40 ,o Bartlesville, Okla 3-3:') (i East Waterloo, Iowa • • • 3.19 7 Jefferson Citv, Mo 3.03 8 Pittsburg, Kan •2.7.'') 9 Rochester, Minn 2-70 10 Independence, Mo 2 . 36 11 Pocatello, Idaho 2.34 12 Hutchinson, Kan '2.14 13 Iowa City, Iowa 2.11 14 St. Cloud, Minn 2.10 15 Grand Island, Nel. .' . . 1.97 16 Hastings, Neb 1-85 17 Chey^ine, Vl'Vo 1.68 18 Grand Forks,' N. D 1-54 19 Median 1 . 54% Salina, Kan 1 . 43 20 Atchison, Kan 1-39 21 Marshalltown, Iowa 1-24 22 Champaign, 111 1.11 2:3 School Surrey of Lawrence. 95 .saini uj rity. I'irci ntuiii s. 1,'ai'l:. Attleboro, Mass 1-00 24 Alton, 111 93 25 Lavrrence, Kan -69 26 Coffeyville, Kan -68 27 Winona, Minn .08 28 Keokuk, Iowa 05 29 Burlington, Iowa .65 30 Mishawaka, Ind -05 31 Bloomington, Ind .55 32 Boulder, Colo 31 33 Freeport, 111 32 34 Marquette, Mich 27 35 Peru. Ind 00 36 Virginia, Minn ■ 00 37 Table 51 show.s the i)ei-oentagc that tlie seliool boiuled indebtedness is of the real valuation. It ranges from 4.86 per cent in Ardmore, Okla., to nothing in Virginia, Minn., where they pay for each building out of tax levies while it 1? being built. Lawrence ranks twenty-sixth among 37 cities with ^^Aoo of one per cent of its real valuation represented in school bonde4 indebtedness. Lawrence need have no hesitanee in voting several liuudicd thousand dollars in bond.? for school nuiiioses. 96 Unii'ersity of Kansas. CHAPTER XI. Financing the Proposed Program. From the foregoing facts it maj' easily be inferred that Lawrence is as able to finance an adequate building program as three-fourths of the cities report- ing, and these cities may be taken as representing the cities of 10,000 to 25,000 in this section of the country. Payments for New School Buildings. The cost of permanent improvements in American school systems in i!n pjist has been met chiefly in the following ways: 1. By cash payment made possible by taxation additional to that required for maintenance purposes — or a pay-as-you-go jjlan. 2. By the issuance of bonds maturing at the end of a stated period of years. payment to be met through the establishment of a sinking fund. 3. By the issuance of serial bonds, the last payment falling due in from Ten to twenty j^ears. The data secured by tlic committee with reforonci lated in table 52. to these i)lans is tabu- TABLE 52. Plan of Pavmknt. Number of cities reporting. Plan of Payment. Number of cities reporting. Pay-as-you-go Serial bonds 5 21 11 16 Combined serial and long term Combined pay-as-you-go and serial Combined pay-as-you-go and long-term I Sinking fund established . . I All three plans combined :5 It will thus be seen that serial bonds are favored with long-term bonds second and with the ])ay-as-you-go policy brings up the rear. Sixteen cities report the (>stablishment of a sinking fund while several favor a combination of the plans proposed. It is apparently in order here to discuss the merits of the plans. 1. The Pay-as-you-go Plan. The plan of paying cash for school buildings is not readily accepted by communities, since the opinion prevails that in the case of permanent improvements the life of which will extend over a period of years, not only the generation that builds but also the generations that utiUze such structures should be required to pay their fair share of the initial cost. Furtheraiore, the growth of modern high schools, the ever widening, demands of the new curriculum, together with rising building costs and the tendency to build for the future have combined to make it utterly impossible for most communities to pay cash. Inasmuch as a modern fireproof school building will last from fifty to one hundred years (four Lawrence buildings of brick and mill construction have lasted 50 years), it is manifestly fair to distribute the payment over the future. School Survey of Lawrence. 97 2. Long Term Bonds to be Refunded. Much of the discussion under one appHes here as well. The point requiring special emphasis is that the bonds must never extend beyond the life of the building for whose construction they were issued. 3. Long Term Bonds to be Retired by a Sinking Fund. Englehardt in his "School Building Program for Cities" has the following to say: "The two types of sinking funds found in American cities are those with and those without investments. Judging from studies that have been made of the administration of sinking funds, it appears that neither type of fund is satis- factory in providing payment for bonds. The prevailing criticisms agamst the sinking fund plan are (1) the misuse of sinking fund moneys on the part of public officials, (2) the unscientific basis employed in the calculation of sinking fund requirements, (3) the difficulty of instructing the public in the complex nature of sinking fund plans, (4) the failure to provide for proper investment of funds, (5) the inability of a democracy to constantly provide the financial leadership necessary for the proper maintenance of the fund, (6) the failure to establish a proper fund and to make adequate annual con- tributions thereto so that there would be a sufficient amount in the fund to meet the debt at maturity, (7) the failure of proper audits by others than the governing parties, (8) the success of the serial payment plan of bonding and its ease of comprehension by the public, (9) the lack of appreciation on the part of governing bodies of the importance of sinking fund obligations— the primal security of the bond holder." 4. The Serial Bond Plan. The serial bond plan overcomes most of the objections already enumerated. The short term serial bond plan is being more generally accepted as the best plan for financing school buildings which cannot be paid for by immediate taxation. Lawrence is to be commended on the fact that it has followed no other plan in recent years, if at all, with the result that it has but $111,000 outstanding and the bonds are being retired as rapidly as they come due. The annual payments and total cost of an issue of thirty year $100 bonds bearing interest, under the sinking fund and serial plans of payment may be shown in such a table as that of Englehardt in the text mentioned above. The comparisons are analyzed as follows : "Difference in total cash outlay on 3% per cent sinking fund basis is $23,- 363.90 equal to $8,323.45 compounded at SVo per cent, i.e., term bonds should sell at $1.08323. to make the outlay cost on equal terms with serial bonds at par. "Difference in total cash outlay on 4 per cent sinking fund basis is $17,- 740.30 equal to $5,777M compounded at 4 per cent, i.e., term bonds should sell at $1.05777 to make the outlay cost on equal terms with serial bonds at par." (New Jersey Committee for Surv&y of Municipal Financing, 1915.) The serial bond embodies all the principles of sound financing, simplifies the administration of public affairs, and will serve as a most efficient means of doing away with the refunding bond. The conclusion, then, is that jrom the standpoint of good finance and from the standpoint of ultimate cost the serial bond plan is the wisest plan. Fur- thermore by reducing the debt gradually year by year it makes it possible for 7— K. V. Ext. Bill.— 4-21-2 98 Vniversity of Kanscu- the community to issue additional bonds jor improvement purposes because in the later years oj a serial issue the payments are smaller. After a careful study of the situation the survey committee recommends the issuing of serial bonds to finance the immediate and future building pro- gram. Table 53 shows the assessed valuation of school district No. 60. of which the city of Lawrence is the largest part, for the past five years. TABLE 53.- —Assessed Valuation OF School District No. 60 for the Past Five Years. Ybar. Valuation. Increase over preceding year. Per cent. 1916 $13,692,035 13,721,710 14,182,445 14,569,027 15,912,352 1917.. 1918... 1919.. 1920 *29,675 460,735 386,582 1,343,325 .21 3.4 2.72 9.76 4.02 Under the Kansas Statutes the district by a majority vote of the qualified electors voting at a general or special election may bond itself not to exceed 3% per cent of its assessed valuation, or by petitions, an election and favor- able action by the school-fund commissioners a district may bond itself up to 7V2 per cent of its assessed valuation. (Laws 1919, ch. 275, sec. 1.) Lawrence already has $111,000 of serial bonds outstanding. Under the 3% per cent limit law it may not issue more than a total of $596,713.20 in bonds on its present assessed valuation, including the $111,000. The first problem to be met is that of the construction of a new high- school plant together with sufficient remodeling of Junior, Senior and Manual buildings to make them as adequate as they maj' be made for a modern junior high school consisting of the seventh, eighth and ninth grades. How large a bond issue this will require in addition to the $230,000 already author- ized by a vote of the electors but not issued, the sui-vey committee does not venture to predict, but the amount will be a very large part of the $485.- 713:20 the district may yet issue. It .should then begin to retire the first year as many of these bonds as possible. The practice in 50 per cent of the cities is to levy from $1.20 per thousand to $2.73 per thousand. Assuming that Lawrence bonds itself up to the limit, i.e., $600,000, approximately, and has to pay 5 per cent interest, or $30,000 per year, then on the basis of a levy of 2V2 mills or $2.50 per thousand the in- terest would be paid and $10,000 of the total indebtedness retired the first year. Within five years the total amount retired would be $47,500 assuming no change in the assessed valuation of the community. But the average annual increase in assessed valuation over a five-year period has been 4.02 per cent. From this fact it is evident that within five years ajter the district issues bonds lip to its legal limit it would be able to issue $129^)78 more without any modification oj the existing statutes. This added to the $47,500 already retired would make a total of $177,478, or more than enough to finance the building provided in the recommendation for the first five-year period. A similar process of reasoning leads to the conclusion that by the close 0/ the second five-year period the second project could be handled satisfactorily. School Survey of Lawrence. 99 By the close of a twenty-year period the district would have its high school and elementary school plants complete, its elementary school plant entires- paid for, its high-school plant partially paid for, and financially it would be m a position to rebuild its junior high-school plant which by that time would undoubtedly be beyond the point where repairs would pay, for the old high school, built in 1890, would then be 50 years old, the exact age of four of our present buildings. The others would be 40 and 33, respectively. This is based on the assumption that building costs will remain high, but this assumption is probably more apt to be false than true. If so then the financial condition of the district in 1940 would be correspondingly better. It is also based on the assumption that Lawrence would not levy more per year for buildings than do the middle fifty per cent of the cities studied in table 47. If, however, Lawrence wishes to handle its school situation more rapidly than the committee has suggested it would be able to do so and not tax itself for the payment of interest and the retiring of bonds more than many cities represented in this study. In any event, the siirvey has pointed out a building policy that is jar sighted, that is sound, that will be relatively economical jrom the standpoint of overhead while at the same time it has shown hoiv the district can finance such a program unthout assuming a heavier burden during any oj the period covered by these operations than a large number of American cities have already assumed. Meanwhile its financial position at the close oj the period would be sound and none oj the bonds would outlast the lije oj the buildings. Appendix A. The various population centers where computed using the center of gravity formula familiar in physics. They were comi)uted in several different ways and all factoi-s were carefully considered by the survey com- mittee. The centers finally published were computed in such a way that the portion across the river was discounted almost entirely owing, first, to the great geographical barrier and, second, to the relatively low high-school en- rollment and high-school expectancy in that section. Finally, the population in that part of the city has for some time been decreasing rather than in- creasing. Appendix B. The following table is an attempt to forecast possibilities in Lawrence to care for additional school buildings and increased school ex- penditures as explained in the survey proper. The valuation has for a number of years increased at a rate of more than four per cent a year. The table was worked out on that basis. It is recognized that this is but a theoretical proposition and might not serve as a final guide in connection with futuro building operations. This much is certain, however, that there will be in- creases and these increases, whether large or small, will enable the district, over a period of fifteen or twenty years, to carry out a building iirogram with greater ease. The table should be read as follows : Assuming that the increase in valua- tion, that has obtained for some time, will continue, the year 1921 should see a valuation of $16,718,000. A levy of 21/2 mills will produce an income of $41,795, and the interest charges on outstanding and proposed bond issues are' estimated at $29,500. A payment of $12,000 on the principal will then leave a balance of $475 in the interest and sinking fund and the outstanding bonds will amount to $587,000 at the end of that year. 100 University of Kansas. 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