GIFT OF HENRY L. BOLTWOOD. The first township high school principal in Illinois who organized the Princeton Township High School in September, 1 ILLINOIS HIGH SCHOOLS Their Organization, Maintenance, Administration and Instruction with Particular Reference to the Township High School BY LEWIS WILBUR SMITH, A. M., Principal of Thornton Township High School Harvey, 111. (JLW^T Issued by FRANCIS G. BLAIR, Superintendent of Public Instruction [Printed by authority of the State of Illinois.] |r SPRINGFIELD, ILL. ILLINOIS STATE JOURNAL Co., STATE PRINTERS. 1917 P4926 2500 ACKNOWLEDGEMENTS. The body of the work in the following study is based primarily on original records in the office of the Department of Public Instruction of the State of Illinois. These records were made available to me for the purposes of this study by the cordial cooperation of that office. For this cooperation and assistance I am thoroughly grateful. Liberty to pursue this study effectively was made possible by the. unusual action of the members of the board of education of Thornton Township High School, who in order to promote this investigation gave me permission to devote to it whatever time might be necessary, con- sistent with the adequate discharge of my regular duties. I am under great obligation to them for the opportunity which this permission afforded. L. W. S. 364449 TABLE OF CONTENTS. Frontispiece. PAGE. Introduction Hon. F. G. Blair 9 Chapter I Sources and Method of the Investigation 11 Chapter II The Constitution of the Township High School 24 Chapter III The Plant 31 Chapter IV Finance 71 Chapter V The Course of Study 88 Chapter VI The Principal 116 Chapter VII The Teachers 150 Chapter VIII The Student Body 175 Chapter IX Efficiency of High School Graduates in the University 198 Chapter X The Territorial Unit Underlying the Township High School. 222 Chapter XI Launching the Tow'nship High School 242 Chapter XII Conclusion 250 Appendices 283 INTRODUCTION. No other part of the common school system is in such a state of flux and flow as that part called the high school. Even the number of years of work to be assembled under this term is a matter of discussion. The unusual growth in attendance in these upper grades of the common school has forced us into a thoroughgoing investigation of all the elements and forces involved in the high school situation. In 1906 there were 52,394 pupils enrolled in the high schools of Illinois. In the year 1916 there were 102,870 enrolled, an increase of 96 per cent in ten years, while during the same period the increase in the enrollment in the elementary grades was only 4.8 per cent. During the year ending June 30, 1916, the enrollment in the high schools had increased 10.5 per cent over the previous year, while the enrollment in the elementary schools had increased only 1 per cent. In 1906 there were 438 high schools reported to this office. In 1916 there were 827 high schools. During this decade the number of teachers employed in the high schools increased from 2,057 to 4,691. The operating cost had grown from $2,119,814 to $6,788,542. The value of the equipment had increased from $7,982,988 to $26,233,583. These data indicate clearly the need of a thoroughgoing study of the laws, plans and methods for organizing,, maintaining^ administering and instructing these high schools. In Illinois there are at least three distinct plans and methods warranted by law and by custom for organ- izing and maintaining high schools. The oldest of these was the establishment of a high school as a mere extension of the elementary school under the control and management of the same board of education. With the widespread demand for the establishment of high school privileges, it was found that many districts were unable to maintain a good elementary school and a good high school out of the proceeds of the one tax allowed by law. It was also discovered that where the high school and the elementary schools were placed in competition for their share of the local school funds the high school was sure to procure a relatively larger portion of the fund than the elementary schools, the pupils of these lower grades losing something in the length of term and equipment, in the variety of courses of its instruction and in the quality of the teaching. Mainly to overcome these difficulties, the Township High School Law was enacted. It provided a plan and a method for organizing larger districts, including the under- lying elementary districts. The township high school district thus formed with its regularly constituted board of education was given the power to levy a tax to operate a high school independent of the tax laid by the boards in the underlying districts for maintaining the elementary schools. 10 The nra la\v c Tuition of transferred pu- pils (paid by this district) 44. Operating school: (b) Fuel, water, light,' power, janitors' supplies, etc. . 45. Maintenance of plant (repairs, replacement of equip- 46. Auxiliary agencies: (c) Transportation of pupils . (d) Rent , (0 " (Itemize all amounts over $10.00) CAPITAL OUTLAY. 48. New grounds and buildings, alterations of old build- 49. New equipment (not replace- 15 SUMMARY FOR HIGH SCHOOL ONLY Enrollment Average daily attendance CURRENT EXPENSES. General control Instruction Operating school plant Maintenance of plant Auxiliary agencies Total current expenses Cost per enrollment CAPITAL OUTLAY. New grounds and buildings . . . New equipment Total capital outlay. Total ext I 1 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION. INSTRUCTIONS. Item 1. Report to the treasurer of each township in which your district lies the correct number of persons under 21 years of age and the number between 6 and 21 years of age, living in that part of your district in his township. If your district lies in two or more counties, you must show in your report the number of minors and the number of school age living in each county. This is to give your district its share of the distributive fund of that county. Have the census taken in June, and accurately. This is made the basis for the apportionment of the State School Fund by the County Superintendent. * Items 2 to 29. Make a full report of these items to the treasurer of the township in which your school house is located. Should you have two school houses located in different townships, report in full, only, to the treasurer having charge of the district funds. High schools. The superintendents or principals of districts maintaining a high school of three years or more and of only two years if recognized by the Department of Public Instruction, both district and township, are to fill out this blank in duplicate, one copy to be left with the clerk of the board and filed by him with the township treasurer and one copy to be forwarded to the county superintendent who shall file the same with the Superintendent of Public Instruction. City schools. A complete report of all city schools in cities and villages having a population of 1,000 or more, although they may not maintain a high school, should be made by the superintendent with the assistance of the clerk, on this form, in duplicate. One copy should be left with the clerk and filed by him with the township treasurer and one copy forwarded to the County Superintendent of Schools, who shall file the same with the Superintendent of Public Instruction. In case the superintendent does not oversee the taking of the census as given in Item 1, the clerk of the board should see that it is given before sending the report to the township treasurer. Fill out all items accurate and complete, and file with the treasurer near July 1st. It must be filed by July 7th. All schedules and statements must be filed at the same time. F. G. BLAIR, Superintendent. It will be noted that this information before it reaches the State Superintendent's offices passes through the hands of several responsible officers. In the first place it is filled out by the superintendent of schools with the assistance of the clerk of the board. It is then sent to the 16 township treasurer, and is by him transmitted to the county superin- tendent. The county superintendent,, after receiving these various blanks, forwards them to the State Superintendent. It is the duty of these various officers to check over these blanks as they come in and see that they are accurate. When a certain body of statistics does not check, the officer who checked it returns it to the one who had the blank preced- ing him and has it corrected. By this means the blank is checked and corrected by several officers before it becomes a part of the official record of the State Superintendent's office. It thus furnishes a reliable body of material for the basis of statistical calculation. Furthermore, it is an official blank, and the people who fill it out have a definite respon- sibility for its accuracy. School officials are required to fill out this blank. On this account the schools make more complete returns than is common in answer to questionnaires. The ordinary questionnaire calls out from 40 to 60 per cent of the possible answers. The total number of high schools reporting on the blank is 459, To be sure many of them are not accredited by the North Central Association or the State University or any other standardizing agency. Many of them have a very meager teaching force and a small student body, but it was thought best to make a study . of practically all of the four-year high schools in the State. In that way we do not have a specialized group. A second body of records in the State Superintendent's office on which this investigation was based is the approval blank of the Depart- ment of Public Instruction, and is in the following form: STATE OF ILLINOIS DEPARTMENT OF PUBLIC INSTRUCTION. APPROVAL BLANK. Application for State Approval of High School from the High School at (To the Principal: Fill out and mail this application blank to the Superintendent of Public Instruction, Springfield, Illinois.) REPORT FOR SCHOOL YEAR 191.. -191.. A. General Information. 1. How is your school governed? (Indicate by underlining): (a) Township board of five members; (b) township board of seven members; (c) board of education; (d) board of directors, (e) If the latter, is it a "consolidated district?" 2. When was the school established? 3. Name of city super- intendent 4. Name of principal 5. Name of secretary of the board 6. Is the school accredited by any higher institutions? If so, name them. 7. If not a four-year high school, are your graduates, upon entrance at any four-year high school, given full credit for work done in your school? 8. If so, name that school 9. Number of pupils, if any, admitted to the ninth grade at the middle of this school year: Boys ; girls 10. Number' of pupils, if any, who were grad- uated at the middle of this school year: Boys ; girls 11. Total enrollment for the year high school work only: 9th year. 10th year. llth year. 12th year. Postgraduates. Grand total. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. 1 B. Material equipment. 12. Is there a building or buildings used exclusively by the high school? 13. If so, give its estimated value (site and buildings) 14. Value of equipment, including furniture, library, and apparatus 15. If not a separate building used only for high school, how many rooms are used exclusively for high school? State facts clearly 16. Do you consider the rooms well adapted to their uses as to size, lighting, convenience, etc.? 17. Are your rooms provided with means for artificial lighting? If so, what light? If any exceptions, specify 18. How is the build- ing heated: Stove, hot air furnace, steam (direct or indirect), hot water? 19. How is it ventilated? 20. Describe and locate water closets 21. Describe facilities for drinking water 22. Describe facilities for towels, etc 23. If you have a general assembly room, how many will it 17 seat? 24. Have you a stage and provisions for public exhibitions or dramatic performances? Give particulars 25. Is the room equipped also for evening meetings, as to lighting, etc.? 26. Is the room used as a study hall? 27. Have you a high school library? Number of volumes Is it used for reference only or also for supplementary work in literature, science, and history? Indicate by underlining. Enlarge upon use of library 28. How many laboratories have you and for what science courses are they equipped? 29. Are they equipped for demonstra- tion by the teachers only, or for experiment by pupils also? (Indicate by underlining.) 30. How many pupils can work in any laboratory at one time? 31. Have you special rooms and equipment for manual training? If so, give brief description 32. Have you special rooms and equipment for domestic science? If so, give brief description 33. What other special equipment has the school, such as stereoptioon, graph ophones, stereoscopes, relief maps, collection of pictures? 34. Have you a gymnasium? If so, give dimensions and tell something of its equipment 35. Have you an athletic field? If so, give size and items of interest 36. Give information as to control, direction, or supervision of gymnasium or of athletic field C. Organization. 37. Upon what conditions are pupils admitted to the 9th year? 38. Number of years in your course? 39. Number of weeks in each school year? 40. How many units (one school year's daily work in one study or equivalent) is a pupil expected to complete in one year? 41. Are all classes conducted with daily recitations? Give particulars -42. How many teachers are em- ployed in the grade schools from which your pupils are regularly promoted to the high school? (N. B. High schools in city systems or receiving promotions from school systems with more than four grade teachers need not answer this question.) 43. Teachers employed during the school year: Name. What kind of certifi- cate does teacher hold? Annual salary. High school classes taught daily. Subjects taught. Education- Name institutions and number of years, give degrees (if any), describe special prepara- tion for special work. Years of teaching experience including present year. Total years. Total high school exper- ience. Total in this high school. Superintendent Principal N. B. If needed, use supplementary sheet, similarly ruled. 44. How much time of the principal is now given to supervision? What do you consider the most helpful form of supervision? 45. Does daily program provide for doing laboratory work in two consecutive periods? 46. Have you any parents' organizations? How constituted? What relation to the school authorities? What is their chief value? D. Curriculum. 47. How many units (see question 40) are required for graduation? 48. How many of these are prescribed? 49. How many elective? 50. Name the prescribed units? 51. What half units, if any, are offered? 52. What is the length of recitation periods? 53. Laboratory periods? 54. Do you have separate "courses," as academic, classical, literary, scientific, com- mercial, technical, teachers' course, etc.? Name all you have: 55. If you do not use the "course" system, describe the plan you have 56. Give a complete statement of your curriculum, indicating what studies are offered (i. e., may be taken) in each year, and what studies are prescribed (i, e., must be taken) in each year, and showing what choices are allowed. If you have a short "vocational" or other course, or any "course within a course," give information clearly about that. If the "course" plan is followed, use the space so as to show the studies for each course separately . First year. Second year. Third year. Fourth year. N. B. Write the prescribed studies at the top of each column before writing the elective studies, and mark them P (prescribed). Indicate when special instruction or practice is given as in chorus music, public speaking, gymnasium practice, and the like. E. Miscellaneous. 57. When was your school last visited by a representative of the State Department of Public Instruc- tion? ...... 58. By a representative from any State institution of higher education? ...... Name it ...... 59. Has your school accrediting relations with any other colleges or universities? ..... If so, name them ...... 60. How many in all have graduated from your school in the last three years? ...... 61. How many of these are attending or have attended any advanced institution of learning college, univer- sity, normal school? ...... 62. Have you any systematic method or practice of "following up" graduates to determine their record in after life? ...... 63. Give information as to what institutions your graduates usually go ; make your answers as nearly accurate as you can conveniently ...... 64. Give any items of special interest or importance, that may help in forming a fair judgment of your school in regard to oratorical or debating programs, periodicals published, contests engaged in, athletics, musical, literary, , , , , , public exhibitions of any kind, honors or prizes or recognition of any kind won b its pupils or graduates ...... 65. Has your school membership in any interscho 2 I H S y the school or any of lastjc league or body 18 for promoting any of these or other activities? If so, name them 66. What is your practice in the matter of admitting to your school, for advanced standing, those whocome from other highschools? 67. Do schools? of which you wou you accept for admission with full credit the graduates of the tenth year from any other If so. name them 68 Have you any special problems or difficulties in the solution r oula like to have the assistance of the State Supervisor of High Schools?. . . Date when this blank was filled in. uper visor of High Schools?. By whom filled". e- o < * Sg h O H BE H S H M 1 S 02 -a s 8 a * 2 ? i 'S ; . 2 I i This report for made out by 3 This blank is in the form of an application of a high school for approval by the Department of Public Instruction. On the basis of the report made out by a high school on this blank the school is accorded or refused recognition by the Department of Public Instruction. Here again we have an official blank filled out by a responsible person and sent to a standardizing agency which has authority. affecting the standing of the school in question. In this case there is no provision for checking by various officials as in the first blank. There is a temptation not- present in the first blank for the institution to magnify its merits. This exaggeration, however, can not be very great because the official filling out the blank knows that the opportunity for checking is always present in the State Superintendent's office. This blank, like the other, has the merit of covering a large number of schools 444 schools made reports ; 94 of these were township high schools; the remainder were city high schools. At this point it should be noted that all of the high schools organ- ized under township control are referred to as "Township High Schools," although many of them are in fact metropolitan high schools located in relatively large cities. The remainder of the high schools of the State are referred to as "City High Schools," although many of them are country or village schools perhaps having only two or three teachers and a score or more of students. Information which can be used for comparative purposes was collectprl by the Xorth Central Association of Colleges and Secondary Schools upon blanks filled out e#rly in the school year of 1913-14. This body of material, covering all of the schools of the North Central Asso- ciation, was tabulated and interpreted by Mr. George S. Counts, and his results together with the blank were published by the United States Bureau of Education in Bulletin Xo. 6, Series 1915, under the title, 19 "A Study of Colleges and Secondary Schools in the North Central Association." For the purposes of this study the original material was made available. It has been worked over in a number of cases into a form which is appropriate for this report but which was not necessary in Mr. Counts' first report. Thirty-nine township high schools in the State of Illinois were included in the material collected by the North Central Association. There are some tables in the present investigation which compare this group of township high schools with the other high schools in the State of Illinois which are members of the North Central Asso- ciation, and also with all the high schools in the North Central Asso- ciation territory. The value of this is apparent, as it shows the standing of the township high schools as compared with two well-standardized groups. There were certain items of information about township high* schools which could not be secured from any of the sources enumerated, therefore, a questionnaire was sent out to secure this inform'ation. The questionnaire is as follows : To Principals of Township High Schools: History of the establishment of township high school by principal. NOTE. If possible, fill in the answer to every question but do not hesitate to return the blank if it is possible to answer only a portion of the questions. 1. How long did the agitation last between the first proposition of the township high school and its final establishment? Date of establishment What would you say of the opposition to the establishment of the high school? 2. Is there any opposition to it as an institution at present? Would people be likely to vote it down now? 3. How many times was the proposition of its establishment defeated, if at all? 4. What was the size of the first bond issue? $ Was more than one attempt made before the bond issue was allowed? Date Give dates and amounts of succeeding bond issues 5. What was the rate of taxation for educational purposes the first year of the school's history? For building purposes The assessed valuation 6. How many pupils the first year? Teachers 7. How many pupils the -filth year? Teachers .' 8. What high school facilities existed in the township before the organiza- tion of the township high school? 9. How many pupils at present 7 Teachers 10. If possible, send any printed historical sketch of your school which may be available. If no sketch is in existence, any historical material per- taining to your school will be greatly appreciated. Of the pupils coming to your high school what number come from elementary schools of the varying sizes indicated: Number of teachers. Number of pupils. Single-teacher schools Schools of 2 to 5 teachers Schools of 6 to 10 teachers Schools of over 10 teachers Schools not identified Total high school enrollment NOTE. The item "Schools Not Identified" is put in to include those pupils (many moving from a distance) the size of whose schools can not be learned. 20 EXPLANATION. In filling out the table shown above, it is desired that all the pupils coming from single-teacher schools be listed together, e. g., there may be two students coming from one, three from another, four from another. The total would be nine. Similarly fill out the other blank spaces. Now there may be two schools having from 2 to 5 teachers and two schools having from 6 to 10 teachers, all graduating 8th grade pupils. List together all the pupils coming from all the schools having from 2 to 5 teachers, no matter where the schools are located, whether in the same district or in several districts. Return to PRINCIPAL L. W. SMITH, Thornton Township High School^. Harvey, III. In the questionnaire shown above it will be noted that most of the information called for relates to establishment of township high schools. Other supplementary information is sought as to the growth of these schools and the size of the elementary schools from which the pupils are recruited. In addition to these documents various incidental types of information were found on file in the State Superintendent's office, and through the helpful cooperation of that office some special information was secured for the purposes of this study. This is particularly true of some of the materials employed in making up the financial tables. Through the courtesy of Prof. H. A. Hollister of the University of Illinois the Freshman records of over 2,300 students were sent to me. These records I have compiled and discussed in Chapter X of the present study. So far as possible a uniform method of tabulation has been followed throughout all the chapters. The purpose of this uniformity is to facilitate comparison. As noted above, the high schools are classed into two general divisions city high schools and township high schools. These are again classified as to size : Class A, high schools having 1 to 100 pupils. Class B, high schools having 101 to 200 pupils. Class C, high schools having 201 to 300 pupils. Class D, high schools having 301 to 500 pupils. Class E, high schools having 501 and over. In one or two instances a special Class F appears. In such cases Class E must be redefined as referring to schools of 501 to 1,000, and Class F then includes schools of 1,001 and over. The plan on which nearly all the tables are arranged will be under- stood through an examination of Table I, which gives the enrollments of the schools included in this report. The table is shown at this point as a forecast of the method of tabulation throughout the study. The grouping of the schools according to the classes based upon their enrollment is shown at the top of the table as "A," "B," "C." For example, Class A includes those schools having an enrollment of 1-100 pupils; Class B, an enrollment of 101-200, etc. Each class has two vertical columns under it, one for city high schools and the other for township high schools. The information which it is sought to display is 21 rtdd |882 l wo * s t-- t^ I-H o I s * c*5 sssssS- CO C01 eW 'rt M I $ | a^' | : a fe : : :-2-E- ^ : : :^8 shown at the left of the table. In this case it is the enrollment which is shown in Groups 1-100, 101-200, etc. In some of the tables in the study the grouping of the schools is shown at the left, and the information which it is sought to display is indicated at the top. These two ways of setting up the tables are made necessary by considerations of space and ease of reading. Otherwise the tables might be made uniform in style throughout. They are uniform in method. Beginning the column of figures under the caption "Number of Schools," there are 252 city high schools having an enrollment of 1 to 100, there are 46 township high schools having an enrollment of 1 to 100, there are 68 city high schools having an enrollment of 101 to 200, 22 township high schools having an enrollment of 101 to 200, and so forth. Under the proper heading the total enrollment of all of the high schools of the various classes is shown. For example, among schools having an enrollment of 1 to 100 there are 12,908 pupils in the city high schools, there are 2,538 in the township high schools, and going down the column, there are 3,997 students in the city high schools having an enrollment of 301 to 500, there are 4,836 pupils in the township high schools having an enrollment of 301 to 500. The median number of pupils enrolled in each class is shown. In this table also are shown the 1st quartile and the 3d quartile in each of the sub-classes, and the quartile deviation. It will be noted, however, that the median in the township high schools is higher than in the city high schools in every case except in the case of Class C. This is an important fact which should be remembered in connection with many other tables in the study. This fact is shown specifically in the column marked "Median Excess." For example, the median of the township high schools in Class A is in excess of the median of the city high schools by an amount of 13.7 per cent. Now, this is a very important item in certain tables.- For example, if it costs more for any particular feature in the township high schools than in the city high schools this increase in the cost of instruction is not significant unless the excess of cost of instruction amounts to more than 13.7 per cent. This has been checked up and its influence on the findings is negligible. This would be true in such considerations as cost of building, cost of operation of the plant, cost of instruction, number of teaching positions, and any other considera- tions where quantity is the primary consideration. It would have no bearing in a table which indicated the relative efficiency of the various groups of high schools in college, for example. It is not the purpose in introducing the table at this point to discuss matters of enrollment; it is merely introduced to show the method of tabulation. The enrollment itself is discussed in Chapter IX, which is devoted entirely to that subject. An explanation of the terms used in the tables is as follows : The median is the middle number in any series of numbers. For example, in Figure 1 the individuals in the series of 25 numbers are represented by small projections at the bottom of the bar, and the median is number 13. 23 f//tsr Q&A*r/L TI MED/AN /j ^ THIRD QVART/LE 19-^ Figure 1. The 1st quartile is that number in the series which enumerates the first fourth of the series. This is number 7 in the series represented in Figure 1. It is not the quantity one-fourth, but the point one-fourth the way up the series. The third quartile is that number in the series which enumerates three-fourths of the series. It is not the quantity, but the point three fourths of the way up the series. In the series represented in Figure 1 it is 19. The median is selected as representing the group most perfectly since there are as many cases above it as below it. For example, if the median cost of buildings in a certain group of schools is $50,000, that represents the situation better than the average because the average is affected too strongly by a few schools which spend an excessively small or an excessively large amount for this purpose. The difference between the first and third quartiles is approximately the "middle 50 per cent." For example, as regards investment in school property in township high schools of Class C in Table II the 1st quartile is $56,000 and the 3d quartile is $100,000. To state that the "middle 50 per cent" of this group of schools invests from $56,000 to $100,000, and their median expenditure is $75,000, gives a very definite idea of their practice in this regard. In Figure 1 this is shown by the black % portion of the column. Seven is the first quartile and 19 the third quartile. The difference between 7 and 19 is approximately the "middle 50 per cent." The "middle 50 per cent" in any factor under discussion provides a very excellent standard of comparison. The quartile deviation is found by dividing the difference between the first quartile and the third quartile by two. It shows how far the "middle 50 per cent" varies from the median and is a very important measure of uniformity within a group. CHAPTER II. THE CONSTITUTION OF THE TOWNSHIP HIGH SCHOOLS. The first township high school organized in the State of Illinois was that of Princeton in 1867. 1 The city and environs of Princeton were settled largely by old New England stock with all of the traditions and customs of those early states. Princeton still retained the town meeting form of community management. In addition to this it had the tradition that a secondary school, in fact any school, was a com- munity matter. There was no academy or secondary school of any kind in their midst, and the first proposal for the establishment of a high school which would serve community needs came from the pro- gressive editor of the Bureau County Kepublican, John W. Bailey, in an editorial published on March 1, 1866, entitled "The School Question/ 3 The editorial commanded attention immediately in the community, and the following week a contributed article by John H. Bryant (the poet's brother) appeared under date of March 8, 1866. Bryant supported very emphatically the editorial of the preceding week and said, "I like the idea of a high school for the whole township." Toward the close of his article he assumed a position with reference to it which should be that of every American citizen when questions of education are involved. He said, "I have no children to send to such a school, but I feel never- theless that I have an interest in and advantage to gain by improvements of this kind." Since the proposal was in the nature of an innovation, the advice of the State Superintendent, Newton Bateman, was sought. He was broadminded and foresighted on this subject. He sent a letter approving the proposal and encouraged the people of Princeton by saying, "It will give you an admirable school system, and you will soon have, I am confident, the warm support of all the friends of education in the township." A town meeting was held. It will be understood that this town meeting was made up of the citizens of Princeton and its vicinity and was dominated by such men as the editor of the Bureau County Republican, the two brothers of William Cullen Bryant, the Lovejoys, and others of like educational ideals and refinement. This town meeting passed a resolution, presented by Mr. D. G. Paddock, as follows : "WHEREAS, It has become evident that there exists a necessity for superior facilities for education in this town; and, i Facts regarding the organization of the Princeton Township High School herein reported were furnished in an article in School and Home Education in February, 1916, entitled, "The First Town- ship High School in Illinois." This was supplemented by additional information provided by Mr. H. S. Magill, superintendent of schools of Springfield, 111., formerly principal of Princeton Township High School, and by Mr. W. R. Spurrier, at present principal of that high school. 25 "WPIEREAS, Hon. Newton Bateman, Superintendent of Public Instruction, has decided that the trustees of each township have power to consolidate the districts of the township for high school purposes; therefore, "Resolved, That the legal voters of the township are in favor of the establishment of a high school in the township of Princeton at as early a date as the same may be obtained; and that it is the sense of the town meeting that the trustees of schools of this township be instructed to take immediate steps to establish such high school and to devise and carry out the appropriate legal measures necessary for such purpose. "Resolved, That a committee of seven be appointed for the purpose of obtaining an act of the legislators of the State to render effectual the object expressed in the above resolution." This resolution was carried unanimously, and the following persons were appointed on the committee : Eev. F. F. Bascom, J. T. Thompson, J. Chritzman, S. G. Paddock, W. C. Stacey, J. H. Bryant, J. V. Thompson. In due time the township voted for trustees; on the selection of a proper site, and for the authorization of borrowing the necessary money with which to build a suitable building. The number of votes cast was 546, Bascom, Bryant and Chritzman being chosen almost unanimously as trustees; the site was selected; fhe loan authorized. The Illinois Legislature at the next session in February, 1867, passed the law legal- izing such schools. The text of this law or rather special charter for the Princeton Township High School is printed as Appendix A. After this law was passed, the necessary loan was secured in the immediate neighborhood, and the first township high school was opened in Prince- ton in September, 1867. Henry L. Boltwood was called from Griggsville, 111., to the prin- cipalship of the new school a most fortunate choice. Few, if any, men in Illinois have exerted a wider influence in secondary education than the beloved principal of Princeton. As new township high schools were organized he was called to initiate their work. He was successively principal of Princeton, Ottawa and Evanston. Streator was the second township high school to be organized. He did not organize Streator. He was thus principal of three of the first four township high schools in the State. A few sentences taken from the Princeton Catalogue of 1875 are illustrative of the conditions in that school in its early years. "The school building complete cost about $60,000, and will accommodate 500 pupils. The grounds, containing about nine acres, are tastefully laid out, affording a large playground in the rear and an ornamental ground in front. "The school was opened in September, 1867, under charge of the present principal, assisted by three ladies. At the beginning 138 pupils were admitted, 9 of whom were from abroad. Two classes were organ- ized, a Junior and a Second Junior. The average age of the pupils admitted was 16% years. During the year 174 different pupils were enrolled. The tuition received was $250.00." "The plan of work requires three full recitations daily. An hour is usually allotted to each recitation." The organization of the school in Princeton and its immediate success resulted in a general law authorizing the organization of town- ship high schools. This general law was enacted in 1872 and is printed herewith as Appendix B. The Township High School Act passed through the same period of amendment as the remainder of the school laws of the State until the General Eevision of 1909. This general township high school law is incorporated in that codification (1909) of the school laws in sections 85 to 97 inclusive. During the period from 1872 to 1909 the amendments made to the Township High School Law were often for the purpose of giving wider latitude in the organization of high school districts. For example, the provision that a township high school district may be composed of two or more school districts is a case in point. There are several others of similar character. Another township high school law was passed in 1905, because of the fact that the general law provided that high schools could be organized only under certain conditions, and it was for the purpose of making opportunity for the organizing of township high schools more elastic that it was enacted. Under this law, however, only two township high schools were organized, namely, Waukegan and Collins ville. It wiJl be seen by an examination of the law itself, which is published as Appendix C, that its application is also limited. In response to a widespread demand for still more elasticity in the formation of township high school districts the law of 1911 was passed. Because of faulty legal technique the law -of 1911 was declared uncon- stitutional by the State Supreme Court in October, 1916. The court legalized the high schools already organized under it by declaring that they would be classed as de facto high schools. It is expected that at the present session of the Legislature a law will be passed including aJl the remaining territory of the State in an inclusive Township High School Law. It will thus be seen that there are four pieces of legislation authorizing township high schools in Illinois: The Princeton Charter of 1867; the General Township High School Law of 1872, which was from time to time amended and finally included in the General School Law ol' 1909; the law of 1905, and the law of 1911. These four pieces of legislation are reproduced in the appendices. The several township high school laws are very similar in their pro- visions for the establishment of a township high school as distinguished from the operation of such a school after its establishment. In every case they provide that a petition for the organization of such a school must be signed by fifty legal voters in the territory which is to be included in the organization. In the general law this petition is made to the township treasurer, and such a petition is presented to the school trustees who arc- required to call an election to determine whether the township high school shall be organized. In the law of 1905 and also in that of 1911 the petition is made out to the county superintendent, and he orders the 27 trustees of schools to conduct this election. For detailed information ai to this organization see the laws themselves in the appendices. As pointed out in an earlier paragraph, there are four different types of organization possible under the four laws. Under the provisions of the General Township High School Law the board of education con- sists of five members, elected for a period of three years each. The board elects its president from its own number, and may elect a secretary from outside its membership. Under the provisions of the act of 1911 the board is composed of six members and a president. The president is elected annually, and the members for a period of three years each. Under the act of 1905 the membership of the board of education is de- termined by the proportion of the population in the various districts under twenty-one years of age. The members of this high school board are elected by the boards of education or boards of directors in the sub- sidiary school districts. The board organizes by electing one of its own members president, and it may elect a treasurer and also a clerk from outside its own membership. As to the powers and duties of the township high school boards of education under these various acts, the provisions are very general in their nature. The general law provides that the board of education shall have the power of school directors, the law of 1911 that they shall have the power and duties of boards of education. It is somewhat remarkable that the one law provides that the schools under it, some of them having over 1,000 students each and located in large cities, are to be governed by the same regulations as one-room country schools, and that the other makes applicable to schools under it the rules devised for the government of large city school systems. The law of 1905 does not make a definite statement as to the powers and duties of boards of education but leaves the matter for interpretation in the light of the General School Law. All of these laws, except that of 1905, give the township high school boards of education the same authority to tax the districts under their jurisdiction as other school boards. This taxing authority comes from section 189 of the General School Law which provides that: "The directors or the board of education and the authorities of such village or city, as the case may be, shall be authorized to levy a tax annually upon all the taxable property of the district, village or city, not to exceed as hereinafter stated 1% per cent for educational and 1% P er cent for building purposes upon the valuation to be ascertained by the last assess- ment of city and county taxes." On this point the law of 1905 provides that the township high schools which are organized under this act shall have authority to levy one-half the amount determined upon for the other township high schools by the General School Law. In this study we are very definitely interested in the fact that the township high school laws provide for school units of larger area than those for elementary schools. By an examination of the General Town- ship High School Law, specifically sections 86, 87, 88, 89, 90 and 93, we find that this law authorizes eight different kinds of high school districts : 1. A school township. 2. Two or more adjoining townships. 3. Two or more adjoining school districts. 28 4. Parts of adjoining townships. 5. The remainder of a township part of which has been organized into a township high school. 6. A school district having a population of 2,000 or more. 7. A city and a township. 8. Part of a school township divided by a navigable stream. As noted above, this general high school act was not elastic enough to provide for all communities., hence, the act of 1911 was passed so that high school districts might conform to the natural boundaries made necessary by the distribution of population and by the conditions of transportation. The act of 1911 authorizes two classes of high schools: 1. A school township that has within its borders a school district with a population of 1,000 or more and not exceeding 100,000 inhabit- ants, as provided by section 1. 2. Any contiguous and compact territory whether in the same or different townships, as provided by section 6. It will be seen that section 6 provides very specifically for a high school district based upon the needs of the community and the natural limitations imposed upon it by its geographical situation and by the conditions of transportation. As a matter of fact, in the organization of high schools under this act such territory has usually had in it a city or village as a pivot of the community. There are, however, a number of rural districts. The territorial organization is also affected by the conditions under which the township high school district when once organized may annex territory. Under the provisions of the general law additional territory may be annexed provided that first 5 per cent of the legal voters in the township high school district and also 5 per cent of the legal voters in the territory proposed for annexation petition for such annexation. Upon the filing of such a petition it is the duty of the township treasurer of the respective territories involved to bring the matter before the school trustees, who will call an election to vote for or against such annexation. Both the high school district and the territory to be annexed must vote in favor of such annexation before 'the annexation becomes valid. In the act of 1905 annexation may be accomplished by concurrent resolution of the township high school board and the boards of the school districts proposed to be annexed. This joint resolution, however, must be ratified by the voters in the high school district and also in the dis- trict proposed to be annexed. Exactly the same provisions are incorpo- rated in the act of 1911. As to the rapidity with which high schools have been organized under these various acts, it is in point to quote from a letter written by J. C. Thompson, attorney for the State Department of Public Instruc- tion, under date of April 25, 1916, as follows: "There are now 265 township high school districts, divided as follows: Special Charter (Princeton) ". 1 General School Law 71 Act of 1905 . . . .' 2 Act of 1911 191 Total . . 265 29 "The question 'to establish' is now pending in more than 40 commu- nities. "The first township high school w'as established by virtue of a special charter at Princeton in 1867. The first township high school, according to the General School Law, was established at Streator in 1875. The first township high school was established, pursuant to the act of 1905, at Waukegan in 1905. The first township high school was established at Waynesville, in consequence of the act of 1911, in 1911. "The high school movement has appropriated a number of smaller academies and seminaries. The Waynesville Township High School is con- ducted in the Waynesville Academy. The Westfield Township High School is conducted in the Westfield College. The Toulon Township High School is conducted in the Toulon Academy. "Township high schools are now considered community high schools. The districts are formed of contiguous and compact territory, with a city or village as the axis of the district. The high school usually respond to the wishes and convenience of the several communities. At Ashley and East Lynn the high school buildings have been constructed jointly with the common school district. At Thebes, the common school district owns the site and first story, the high school owning and occupying the second story for high school purposes. At Cabery and Roberts the buildings are erected together, or rather, side by side, forming one structure. A number of the high school districts rent suitable rooms for high school purposes." The chief characteristics resulting from the legislation above re- viewed are as follows : In the first place, the board of education, as in all cases except the two schools under the provisions of the act of 1905, is composed of a small number of men either five or seven members. These boards of education have their attention concentrated entirely upon the problems of secondary education. They are not distracted from their task by considerations which must influence boards who sur- vey the whole field of education. Furthermore, their funds can be con- centrated on the single problem of secondary education, since an in- creased rate of taxation is provided for the benefit of high schools coming under this law. The ordinary school district in the State of Illinois and in other states is provided with a definite rate of taxation for such districts whether or not they make full provision for the needs of secondary education. When the high school and the elementary school are separated under the provisions of the township high school acts, the elementary school districts have authority to levy the full rate of taxation which any district may levy, and use such funds. In addition to this the township high schools which cover the same territory have authority to levy a tax equal in amount to that which may be collected by any school districts in the State. The total effects of these provisions in taxation are to double the funds available for educational purposes and to cen- tralize the expenditure of the funds provided by the township high school upon the development of high schools. In view of the fact that secondary education in the last half century, particularly in the last decade, has expanded enormously in the number of pupils involved and in the scope of the instruction provided, as well as in the variety and volume of equipment, questions of revenue have become acute. In the ordinary district in Illinois revenues are exactly the same as those provided when the school system was immeasurably simpler. Under the township high school acts districts can secure enough additional school money to provide adequately for the high schools. In 30 addition to providing thus for separate funds for elementary schools and high schools, the township high school forms a new territorial unit of large area. Thus a greater assessed valuation is drawn upon for the support of a single school. All the advantages of consolidation are thus secured. Finally the township high school acts give an opportunity through the provision for the larger unit for a concentration of the students who are accessible to any center of population. The advantages of this larger organization are numerous. Better equipment can be had; better teachers can be employed; and the whole community can be served through the organization of a community unit. There are also some marked disadvantages resulting from this type of school organization which should be noted. It breaks in two what should be a single system. This double control finds its weakness not so much in friction between the two parts, since they work quite as har- moniously as in cities where the elementary and high schools are parts of the same system, but in the difficulty, (1) of articulating the courses of study, (2) of unifying the supervision of the progress of pupils through the schools, and (3) of eliminating waste in providing equipment and supplies. Care should be taken at this point to note that the double control is not competition, since the division is horizontal and not vertical. The two systems when operating under this plan do not parallel each other's work. However, the advantages mentioned are so positive that the diffi- culties though real have been minimized somewhat in the administration of this group of schools. The township high school type of organization with its advantages and disadvantages presents a very desirable phase in the evolution of education in Illinois. A more complete discussion of these matters is taken up in a later chapter. Experience has proved as a result of these various enactments that no artificial political boundary lines should govern the metes and bounds of a township high school district. They should be determined entirely by the distribution of population, by the configuration of local geography and by the conditions of transportation. It is this feature of the town- ship high school together with its added opportunity for school revenue which should be insisted upon and expanded. This matter will be discussed in more detail in a later chapter. 31 CHAPTER HI. THE PLANT. SITES AND BUILDINGS. In recent years the high school building has become in many communities the object of great civic pride. This is due to the fact that more and more the American people are devoting themselves to the highest ideals of education. It is also due to the fact that upon no other institution is it quite so fitting to bestow its complete affection. Nearly every other institution appeals to a part of the community and not to all of it. Because of this fact the people often vote taxation upon them- selves to embellish and decorate the building and grounds. Further than this, the rapid development of educational demands and the great variation in the kinds of work done in the high school have made neces- sary a large increase in the expenditures upon the building and site of a modern high school. For these reasons a building movement represents in a sense a crisis in a community. It is the subject of long and vigorous discussion. Sometimes the agitation results in bitterness and in con- tention. Disagreements seldom come from a discussion of the advis- ability of having a high school, but they arise out of differences of opinion as to its extent and its cost. The reason for this is that there are no adequate standards which will exactly determine the amount of money that should be expended for a high school of a given size. There are not even comparative standards published in such form that they might be available to high school districts entering upon this greatest enterprise which it may undertake. For these reasons it is all the more necessary that a study should be made of the high school plants that are now existing, with an idea of discovering their extent but with a distinct purpose to have definite information in regard to their cost. The school corporation about to undertake a new high school needs all the information it can secure in setting the size of its bond issue, in determining the amounts that it will spend, in deciding upon the character of the building and upon the extent and quality of its equip- ment. It is not sufficient to estimate the needs of a community in this respect by pointing to the procedure followed in another community, because of the fact that another community may have different needs, and different conditions may determine its policy. Furthermore the cost of construction in one community is different from that in another. The board of education and its responsible agents in investigating this propo- sition should not accept the statements of architects, contractors and others who are interested in the construction of the building itself and in the selection of a site. These questions should be determined, as indi- cated above, upon a thorough study of the local situation and an accurate 32 comparison of the needs of the community in question with the general practices found in communities covering a wide territory. For example. Community A possesses a high school having from 200 to 300 pupils en- rolled, and it has constructed a high school costing we will say $100,000. Community B is another community having a high school of similar size, and has constructed a high school costing $50,000. Which procedure is- correct ? Has Community A spent too much or has Community B spent too little? It is obviously bad practice to follow the example of any particular community. If possible, it should be determined what is the typical amount of money expended in schools having the enrollment given. Even when the typical expenditure for schools of a given size ha& been determined, other factors must be studied. For example, in the State of Illinois the cost of construction in the northern part of the State is much higher than in the southern part of the State. The cost of a high school plant in an industrial community where, large demands are made for vocational education, necessarily must be much higher than in a community which has the traditional point of view. If a school expects to give wide latitude in electives this again legitimately in- creases the cost of construction. If the community expects to prepare its students for later technical" work of various kinds, this is another added cost. In a word, the policy which is here advocated is that every building enterprise should be preceded by a careful investigation of the present and prospective needs of the community. This should include as careful an estimate as possible as to the probable growth of the school. This estimate of the probable growth must be based not only upon the natural expectation in the increase of population but also upon the present tendency in secondary education for high schools to grow much more rapidly in proportion to the population than heretofore. It should be noted in this connection also that the mere fact of the con- struction of a modern high school creates an added demand for the work which it makes possible. It is the experience of many communities that as soon as a well appointed high school building is constructed it is used to capacity. In fact, there has been throughout the country in recent years deplorable shortsightedness in the construction of high school, buildings that are almost never constructed large enough. The result is that scores of plants all over the country have been obliged in recent years to make additions which are not symmetrical with previous construction. It is the purpose of the present chapter to reveal the situation in Illinois as to the capital investments in high school plants, with considerable attention to a comparison of the expenditures 'made by city high schools as compared with township high schools, as outlined in Chapter I. In Table II is exhibited the amount of money invested in sites and buildings in 156 high schools in the State of Illinois. In this table the number of high schools having investment of various amounts are grouped. The first group shows those high schools expending $1,000 to $5,000, the second group those from $5,001 to $10.000, and so on. Reading down the left hand side of the table in the first vertical column, the sizes of the various classes of high schools are indicated Class A having an enrollment of 1 to 100; Class B, 101 to 33 t 318 <}( co SS 3 5 Sft ^ic CO i- 1 u ^ i-l C^ CO I** ^H CO II SI n ~ rHrH I (N 1C CM I I- CO CO I Ol OOO'oezS-IOO'OOZt OOO'OOSS-TOO'Oeit 000'OSI$-IOO'OOT$ ooo'ooT$-ioo'e2,$ i-l I i-H CN CO I 1C (N 000'SS$-IOO'09$ i-H t^ i-l 00 ooo'os$-ioo f sfl& rH INCO I "3 OOO'OtS-IOO'eSS ooo'ees-ioo'css ooo'ost-ioo'gzt i-l (N I CO 000'OZt-IOO'5T* ooo'ei$-TOo'oi$ ^^ | S cot^ | CO OOO'OH-TOO'St ooo'ef-ooo'T$ sfooqos jo jaqum^ OH OH OH OH OH I S 3 I H S 34 200, etc., as shown in the table. The next vertical column shows which of the groups of high schools are tabulated, namely, city high schools and township high schools. The entire number of high schools, both city high schools and township high schools, is shown in the third vertical column. For instance, in Class A there are 19 city high schools and 29 township high schools, making a total of 48 high schools alto- gether in Class A. Eeading the table from right to left there are 5 city high schools of Class A having an investment of $1,000 to $5,000, G having an investment of $5,001 to $10,000, and so forth. There are 2 township high schools of Class A having an investment of $1,000 to $5.000, 6 township high schools having an investment of $5,001 to $10,000, and so forth. There is a total of 7 high schools in Class A having an investment of $1,000 to $5,000, 12 having an investment of $5,001 to $10,000, and so forth. Going to the bottom of the table it is noted that there is a total of 81 city high schools and 75 township high schools, making a total of 156 high schools included in this table. The question may be raised at once, how is it possible even for a small high school to have so small an investment in a building as $5,000 ? This is due to the fact that in many schools in the State of Illinois the high school is conducted in a certain portion of a building designed primarily for elementary school purposes, and this capital investment in the high school building in Classes A and B refers to that proportion of the investment which is used for high school purposes alone. By re- ferring to Table XI it will be noticed that in city high schools of Class A 89.4 per cent of the high schools have no building of their own but depend upon the elementary schools for their quarters. A smaller per cent of the township high schools in Class A (38.3) are similarly dependent upon the elementary schools. In Class B 80.8 per cent of the high schools are dependent upon the elementary schools for room, and 15 per cent of the township high schools in this class are similarly dependent upon the elementary schools. In Class C only 19 per cent of all the higli schools, both 'city and township, are so dependent. In every case in Class D and E the high schools have their own buildings. By referring to the horizontal column marked "total" in Class A, Table XXIII, it will be seen that in Class A a median of 3 rooms is set apart for the use of the high school. In Class B a median of 6 rooms is set aside for the use of the high school. These facts account for the few cases of small investment in high school buildings and grounds shown particularly in Classes A and B. Looking at the other end of the table it will be noticed that some high schools have plants costing large sums of money. For example, there are 6 city high schools and 3 township high schools having an investment in sites and buildings of over $250,000 each. There are ft high schools in the State having an investment of between $200,000 and' $250,000. This table is so constructed as to show the average investment in city high schools and in township high schools in each of the various sizes of high schools. It also shows the medium investment. In addi- tion to this, the first quartile, the third quartile and the quartile devia- tion are also shown. The purpose of this is that anyone who is interested 35 in looking into the capital investment in any group of high schools may discover the characteristic situation. For example,, it will be noted that in high schools having an enrollment of between 200 and 300 the median investment in sites and buildings is $60,000 ; the first quartile is $45,000 ; the third quartile is $93,500; the quartile deviation is $24,250. If a community is on the eve of a new construction and if it is a school of this size, these facts will be very significant, and they should be inter- preted in the light of suggestions made above, that is, geographical loca- tion of the community as regards its nearness to a metropolitan district, which would increase its cost, since considerations of vocational educa- tion and wide electives would have a bearing. This table shows that 50 per cent of the city high schools of this grade invest from $45,000 to $93,500 with a median investment of $60,000. It is fair to assume that if a school expends less than $45,000, it is probably not providing adequate facilities. If it is expending over $93,500, it is providing for a future, which is perfectly legitimate, or it is providing unusually good facilities in the way of adequate preparation for vocational and special education. The fact is that about the best range for expenditure for a progressive high school, and yet one that wants to be conservative, is that limited by the median and the third quartile, namely, $60,000 to $93,500. The facts embodied in Table II are displayed in graphic form in Figure 2. On the left hand side of this figure is a scale beginning with $25,000 and extending to $650,000. At the bottom of the graph the schools of various sizes are indicated, that is 1 to 100, 101 to 200, and so forth. Immediately above each of these groups bars are drawn to repre- sent the range of expenditure from the first quartile to the third quartile, in other words, approximately 50 per cent of the cases. The hollow bar represents the city high schools, the solid bar represents the township high schools. On each bar is marked the median. The amount of money which the median indicates is shown in the scale at the right of the figure. The table shows and the graph indicates in a very clear fashion the increased cost for sites and buildings as the size of the school in- creases. For example, a school having an enrollment of from 200 to 300 pupils typically expends twice as much on' its buildings and grounds as a school having from 100 to 200 pupils $60,000 in the former case and $30,000 in the latter case. This median expenditure goes on up and is $100,000 in the case of city high schools in Class D and $227,795 in the case of Class E. We started out in this discussion with a distinct aim of discovering the relative situation of township high schools in these various factors as compared to city high schools. In this table and in this graph it is very clear that the township high schools have much larger sums of money invested than the city high schools. The median expenditure of the township high school is usually 25 per cent greater than the city high school. The quartile deviation in the case of township high schools is in every case larger than in the case of city high schools. This is indicative of the fact that the towjnship high schools vary in their practice to a much greater extent in the respect of buildings and grounds than the 36 t5O. OOO tozsooo (oOO.OOO S1S",ooo 5-50,000 S-L^ooo M S2S.OOO "00,000 475", ooo 45-0,000 4ZS-.000 4-OO.OOO 3 75". ooo 35*0. 000 325\ooo 300.000 275!ooo 25"o,ooo 22-Tooo M 2 2.7'. 7*5" 2oo,ooo ITS', 000 $ i5b,ooo 132.134- IZS'.OOO "l^ 100,000 M IOO.OOO }: rsiooo LJ " 60,000 4-fTooo JW . _^ 30,000 Z5,ooo m i _ I8.SOO " !5 x o/ -^o ^> x ^ v?^> V3 o <5 '' o| I Fig. 2. Value of School Prop- erty Sites and JBuildings. The high schools are classified at the bottom according to the number enrolled. The upright bars repre- sent the range of investment from the first quartile to the third quar- tile ; the hollow bars represent the city high schools and the solid bars the township high schools. M rep- resents the median investment in each case. An equalized scale of the amount invested is shown at the left and a scale of the medians at the right. 37 city high schools. It indicates a tendency to build for their own needs more independently than to take their plans from the practices in other communities. This matter of the quartile deviation should be followed very carefully throughout the remainder of this investigation, as it will be found to be a distinct characteristic of township high schools. The larger investments in the school plant on the part of township high schools, as shown in this table and graph, are seen in even greater relief in Classes B, C and D, because of the fact that in these three classes the number of schools in each group is relatively the same but the amount of money is markedly more in the case of township high schools as com- pared with city high schools. Throughout this study the median is used largely as the measure of central tendency. Very often, as in this case also, the average is shown, and an examination of the average reveals exactly the same facts. Table III is constructed in exactly the same fashion as Table II except that the source for the material comes from the Approval Blank instead of frorn. Form 2. It will be noted that in the smaller schools the figures are larger, the medians are larger, the quartiles are larger in general; averages are larger. This is due to the fact that the approval blank is sent in by high school principals and superintendents for the purpose of securing recognition for their high schools. This fact produces a tendency in the case of smaller schools in the mind of the reporting officer to magnify the amount of money invested in the school. It will be noted that in the larger schools the amounts of money reported are no larger than in Form 2, and in some cases smaller, because of the fact that in these larger schools the reporting officer has no motive to magnify the sums of money invested, as his accrediting relations are in no case endangered. Since the information coming from Form 2 is checked in various official channels by the township treasurer and by the county superintendent before it reaches the State Superintendent, the figures are probably very much more accurate. The point in introducing Table III is that it is another source of information, and, though it has this variation due to the motive suggested, it reveals exactly the same situation as was dis- closed in Table II. In other words, in every respect it is a confirmation of the conclusions reached in the discussion of Table II. EQUIPMENT. The plant is incomplete without adequate equipment. Sometimes a community exhausts its financial resources in providing a plant and has not had the foresight to plan for equipment. Sometimes a bond issue which is sold for the definite purpose of providing a plant and equipment is exhausted and has to be replenished from current taxation in the con- struction of a building and the purchase of a site, whereas the school suffers in efficiency when definite provisions are not made for the pur- chase of appropriate equipment. By equipment we mean furniture, laboratory apparatus and such other material as becomes a permanent part of the operation of the school. We do not have reference to supplies such as chalk, paper, stock for 38 . I'll 1 1 M9 52-^< ^t^. 1 if Jl 1 ? S8| 1 A |! 1 1 Si 89 SS ii 88 I II II II II 1 cooj 1 si 3 S5 IS II l 1 S3 1 1 CM COO 1 1 1 | iS S 1 IS o | g ^o CJ 05 S w '^ S M ^ eg ^^, 3 WAO-OOO'OSZt 000'09SS-IOO'OOS$ OOO'OOSt-IOO'OSTS CN i-l 1-1 i-ieo * ooo'oeit-ioo'ooit ^ ooo'ooit-ioo'&i . ~~ CN C,- CO * * ^ N OOO'SZt-IOO'OSt co CO i-HIN CO rHf-H CN * ^ CO CO a ooo'oet-ioo'sH M r-i COM ^Ho eo OOO'St-IOO'lt O00'lt-T?it ooe-iszt OSSt-OOI* S 58 8 ^ i < co ^Hr-l a n I OH OH D 301-5 41 ffo.ooo 4-8, doo 4-b.Ooo 4-4.OOO 42. .000 4o,ooo 38.000 3b.OOO 34.000 Fig. 3. Capital Investment Equipment. The high schools are classified at the bottom according to the number enrolled. The up- right bars represent the range of investment from the first quartile to the third quartile; the hollow bars represent the city high schools and the solid bars the township high schools. M represents the median investment in each case. An equalized scale of the amounts invested is shown at the left and a scale of the medians at the right. Zto.ooo 24-.ooo M. /8,ooo 2 1 .OOO l*s jaf II il II 1 i *"* if II 1 II II 1 ~ *"* S3 28 S 4 HlC* - e* cTio" ^cT co* i 3 1 O OO OO OO O o gg gg gg S T-*^H CSCO ^OiO OO C^ M ! ^H T-l COC 1 SI 1 1 i | 11 1 II 1 gg 1C CO ^H CO r-( iCIV CC OiOi 00 CO SB si I-H r- co 2 1 " 1 5 "^ | IS | p s WAO-IOO'OS* CO CO 3 ills : ' : GH H ^1 OH ^ *M ^ II :CO OH Total Total City H. S. Total Twp. H. Grand total. -! o of ' fe > i S 4 I H S 50 this head are more thoroughly standardized than in the preceding as shown by the fact that the quartile deviations are not so large. Table IX covering these expenditures is made up in exactly the same manner as the preceding one. It will be noted that 169 city high schools of Class A expend $1 to $100 per annum, and that 12 township high schools spend a similar amount. There are 2 city high schools and 5 township high schools, making a total of 7 high schools in the State, which have an 9500 9000 8500 8ooo 75TOO 7ooo 690O 6500 M Sooo 5*00 Sooo 4500 4000 35OO 3000 2.500 M 2238 2ooo M 2ooo Mj J35o IOOO r~~^l 87o ~jtsf " 655 rl-c^ "loo t 101 201 301 SO TO Tb Tto TO AM OO 200 3OO Soo ot 1 R. Fig 5. Operation of the Plant- Janitors, engineers, etc. The high schools are classified at the bottom ac- cording to the number enrolled. The up- right bars represent the annual expend- iture for operation from the first quartile to the third quartile ; the hollow bars rep- resent the city high schools and the solid bars the township high schools. M repre- sents the median annual expenditure in each case. An equalized scale of the an- nual expenditures is shown at the right and a scale of the medians at the right. annual expenditure of over $5,000 under this head. The facts set forth in this table are shown graphically in Figure 6. The same general trend is noted here as in all of the preceding tables thus far, namely, that larger sums are expended in the township high schools for this purpose than in the city high schools, in every group. The quartile deviations are greater in the case of township high schools in every group than in the city high schools. School authorities who Its 51 S32 S5 g S3 8 2 52 OOO'SS-IOO'fi ooo'sf-ios'zs OOS'lt-TOO'll CN -eo 000' IS-I06* CN CN I CN CN 0068-108$ i-H CN T-I I CO 008t-10Z$ -I I CN t-l coco I co tHco I 3 3 M 13 * I ooes-iost oost-ioit CO I CO g S" 3 I a ^ OOTt-It :s s 8* 53 II eL EH OE-t GQ . ^ CO . ^ M O l3 SEH S5 5^ -a a w S 6* " GEH g 11 ll.OOO IO,5"00 10,000 9.500 QOOO 8,5-00 8.OOO 7.500 7.000 foOOO 5.500 S.OOO .500 M 5<747 - 174-3 -Itoteb Fig. 6. Operation of the Plant Fuel, water, supplies, etc. The high schools are classified at the bottom ac- cording to the number enrolled. The upright bars represent the annual ex- penditure from the first quartile to the third quartile ; the hollow bars repre- sent the city high schools and the solid bars the township high schools. M represents the median annual expen- diture in each case. An equalized scale of the annual expenditure is shown at the left and a scale of the medians at the right. 53 =* . P 31 1! ss O CO IB Sc? iS ^ ^ CO t^CO I O COCO I CO ooo'st-ioo'i OOO'H-IOO'ES rH CO O* I *O (M COCO I CO OCO I rH OOO'Zt-IOS'Tf i C* I CO rH rH COOJ I >0 OOS'll-IOO'll S^ IS O00'l$-I06$ I rH I CM (M CO 006$-I08$ >Tf I 0> 008$-IOZ$ IrH I CO M C< rH I rH OOZ$-I09$ 0098-109$ OJ (N I rH OiCO OOff-TOfct *" IS S : 13 : SrH OOUHS II > a . OH : >,Ci rrt 1 Bt I H -3-3 o II 54 wish to compare their own expenditures under this head with those of other schools can very readily adopt a plan suggested in the previous table of noting the expenditures of the schools of their class. They can note the median expenditure and that of the middle 50 per cent, compare their own expenditures with these amounts and consider the various factors that enter into their own situation, and thus reach a satisfactory conclusion as to their own policy. In Table X the expenditures for janitors, engineers, etc., and that for materials such as water, light, power, janitor's supplies, etc., are added together, showing the total cost for the operation of the plant. Because the two tables have exactly the same features and trend no new information would come from a consideration of Table X. It is val- uable principally as furnishing a set of totals. It is possible by a study of this table to find out the complete cost for operating the plant. This is sometimes very desirable. For example, taking Class D as heretofore, it is noted that the median total cost for operating city high schools of this group is $2,390. The middle 50 per cent of schools of this group expend from $1,516 to $3,805. The median total expenditure for operating township high schools of this group is $3,256. The middle 50 per cent expend from $2,120 to $8,297. Look- ing at the other part of the table it is to be noted that 16 high schools in the State expend over $5,000 annually for operating the plant. CHARACTERISTICS OF THE PLANT. After we have given full consideration to the site and the building and their cost and have given particular study to their maintenance and operation, the next question that arises is as to the characteristics of the plant. Great variation necessarily will be noted under this head. Some institutions have a great variety of features which are designed to accom- modate the pupils and the community. Others will be conservative on this, and if we make a proper estimate of the plant, we do not get a com- plete understanding of the matter until we have studied this topic. In the routine blanks on file in the office of the Superintendent of Public Instruction in Illinois there is no detailed information, however, that is sufficient to give us a very adequate conception of what the situa- tion is in the various groups of schools under consideration. This in- formation is tabulated in Tables XI to XVII inclusive and is shown graphically in Figure 7. At the head of the table in each case is shown the information on the basis of which the table is made up. This is in the form of yes and no questions. 55 TABLE XI BUILDING (APPROVAL BLANK NO. 12). Yes. No. Blanks. Total. Number. Per cent. Number. Percent. Number. Percent. A 1-100 B 101-200 C 201-300 D 301-500 E 501-Over City H. S 12 24 4.87 51.06 220 18 89.45 38.29 14 5 5.69 10.64 246 47 Twp. H. S Total 36 8 16 12.28 11.76 80.00 238 55 3 81.2 80.88 15.00 19 5 1 6.48 7.35 5.00 293 68 20 City H. S.. Twp. H. S Total 24 8 9 27.27 61.53 69.2 58 4 1 65.9 30.76 7.69 6 1 3 6.81 7.69 23.00 88 13 13 CityH. S... Twp. H. S Total 17 11 11 65.38 100.00 100.00 5 19.2 4 15 38 26 11 11 City H. S. Twp. H. S Total 22 14 3 100.00 93.3 100.00 22 15 3 CityH. S. 1 6.66 Twp. H. S Total 17 116 94.4 25 95 302 5.55 67.56 29 6.48 18 447 Grand total TABLE XII LIBRARY (APPROVAL BLANK NO. 27). Yes. No. Blanks. Total. Number. Percent. Number. Percent. Number. Percent. A 1-100 B 101-200 C 201-300 D 301-500 E 501-Over CityH. S. 233 44 94.7 93.61 3 1 1.2 2.12 10 2 4.00 4.25 246 47 Twp H. S Total 277 65 19 94.5 95.58 95.00 4 1.36 12 3 4.09 4.41 5.00 293 68 20 City II. S Twp H S Total 84 13 11 95.45 100.00 84.6 4 4.54 88 13 13 CityH. S Twp H S 2 15.38 Total 24 10 11 92.3 90.9 100.00 2 1 7.69 9 09 26' 11 11 CityH.S Twp H S Total 21 15 3 95.45 100.00 100.00 1 1 4.5 22 15 3 City H S Twp. H. S Total 18 424 100.00 94.85 18 447 Grand total 4 .89 19 4.28 56 TABLE XIII LABORATORY EQUIPMENT (APPROVAL BLANK NO. 29). Equipped for teachers only. Pupils also. Blank. Total schools. Number. Percent. Number. Per cent. Number. Percent. A 1-100 B 101-200 c 201-300 D 301-500 E 501-Over CityH. S... Twp. H. S 42 4 17.07 8.50 185 40 75.20 85.10 19 3 7.70 6.30 246 47 Total City H S 46 15.69 225 61 19 76.79 89.70 95.00 22 7 1 7.50 10.29 5.00 293 68 20 TwpH.S Total 80 12 10 90.90 92.30 83.30 8 1 2 9.09 7.69 16.66 88 13 12 City H. S Twp. H. S Total.. 22 10 11 88.00 90.90 100.00 3 1 12.00 9.09 25 11 11 CityH. S Twp H S Total 21 15 3 95.45 100.00 100.00 1 4.50 22 15 3 City H S Twp H S Total 18 366 100.00 82.06 18 446 Grand total '46 10.30 34 7.60 TABLE XIV MANUAL TRAINING ROOMS (APPROVAL BLANK NO. 31). Y 33. N 0. Bin flks. Number. Percent. Number. Per cent. Number. Per cent. i Total. A CityH S 63 25.6 150 60 97 33 13.41 246 1-100 Twp H S 21 44.68 22 46.8 4 8.51 47 Total 84 28.66 172 58.7 37 12.62 293 B City H. S 32 47.05 30 44.11 6 8.82 68 101-200 Twp. H. S 12 60.00 6 30.00 2 10.00 20 Total 44 50.00 36 49.9 8 9.09 88 c City H. S. 8 61.53 2 15.38 3 23.07 13 201-300 Twp. H. S 9 69.23 2 15.38 2 15.38 13 Total 17 65.38 4 15.38 5 19.23 26 j) City H S 11 100 00 11 301 500 Twp H S 11 100 00 11 Total 22 100 00 22 E City H S 14 93 33 1 6.66 15 501 Over Twp H S 3 100 00 3 Total 17 94 44 1 5 55 18 Grand total 184 41.16 213 47.65 50 11.18 447 '57 TABLE XV DOMESTIC SCIENCE ROOMS (APPROVAL BLANK NO. 32). Yes. N . Blanks. Total. Number. Percent. Number. Percent. Number. Percent. A 1-100 B 101-200 c 201-300 D 301-500 E 501- Over City H. S 34 20 13.82 42.55 184 19 74.79 40.42 28 8 11.38 17.02 246 47 Twp.H. S. ...... Total 54 24 12 18.43 35.29 60.00 203 34 7 69.28 50.00 35.00 36 10 1 12.28 14.70 5.00 293 68 20 City H. S Twp H S Total 36 8 9 40.9 61.53 69.23 41 4 2 46.59 30.76 15.38 11 1 2 12.5 7.96 15.38 88 13 13 City H. S... Twp. H. S Total 17 9 10 65.38 81.81 90.9 6 1 1 23.07 9.09 9.09 3 1 11.53 9.09 26 11 11 CityH. S... Twp H S Total City H S 19 15 2 17 143 86.36 100.00 66.66 2 9.09 1 4.54 22 15 3 Twp H S 1 33.33 Total 94.44 31.99 1 253 5.55 56.59 18 447 Grand total 51 11.41 TABLE XVI GYMNASIUM (APPROVAL BLANK NO. 34). Y< Number. M. No. Blanks. Total. Per cent. Number. Per cent. Number. Percent. A 1-100 B 101-200 C 201-300 D 301-500 E 501-Over City H. S... 31 17 ' 12.6 36.17 194 26 78.86 55.31 21 4 8.53 8.51 246 ' 47 Twp. H. S Total 48 18 12 16.38 26.47 60 00 220 45 "7 75.08 66. .7 35 00 25 5 1 8.53 7.3.5 5.00 293 68 20 City H. S... Twp. H. S Total 30 7 6 34.09 53.84 46 15 52 5 5 59.09 3S.46 38.46 6 1 2 6.81 7.69 15. 38 88 13 13 CityH. S......... Twp. H. S Total City H. S... 13 5 7 50.00 45.45 63. 63 10 5 3 8.46 45.45 27.27 3 1 1 11.53 0.09 9.09 26 11 11 Twp. H. S Total City H S 12 11 2 54. 54 73.33 6fi. 66 8 4 1 35. 36 26.65 33.3 2 9.09 22 15 3 Twp.H. S... Total Grand total 13 116 72.22 25.95 5 295 27.77 65.99 18 447 36 8.05 58 TABLE XVII ATHLETIC FIELD (APPKOVAL BLANK NO. 35). Yes. No. Blanks. Total. Number. Percent. Number. Percent. Number. Percent. A 1-100 B 101-200 c 201-300 D 301-500 E 501-Over City H. S 94 29 38.31 61.70 101 15 41.06 31.91 51 ' 3 20.73 6.38 246 47 Twp. H. S Total 123 23 14 47.97 33.82 70.00 116 33 3 39.59 48.52 15.00 54 12 3 18.43 17.64 15.00 293 68 20 CityH. S... Twp. H. S Total 37 3 4 42.04 23.07 30.76 36 8 5 40.9 61.53 38.46 15 2 4 17.04 15.38 30.76 88 13 13 City H.S... Twp. H. S . Total 7 4 6 26.92 36.36 13 5 3 50.00 45.45 27.27 6 2 2 23.07 18.18 18.18 26 11 11 City H. S. Twp. H.S Total 10 4 2 45.45 26.66 66.66 8 11 1 36.36 73.33 33.33 4 18.18 22 15 3 CityH. S... Twp. H S Total 6 183 33.33 40.93 12 185 6.66 41.38 18 447 Grand total 79 17.67 For example, Table XI shows the percentage of schools in the various groups which possess a building, the percentage who do not possess a building, and the percentage which is blank or, in other words, those who make no report. In this table there are 25.9 per cent of the schools which have a building, 67.55 per cent which have no building, and 6.5 per cent are reported as blank; in other words, they make no report. Since this information comes from 447 schools it is very complete. The same general situation will be found in the other tables. For instance, in reporting on the manual training situation, 11.2 per cent of the schools failed to report, 41.16 per cent report that they have manual training rooms, 47.6 per cent report that they do not have any. The situation with reference to any particular group of schools can readily be found by scrutinizing the table. For example, in Table XI it is noted in Class A that 89.45 per cent of the city high schools do not have a building, and that 38.29 per cent of the township high schools do not have a build- ing. Passing down the table, in Class C 30.76 per cent of the city high schools of this group do not have a building, 7.69 per cent of the town- ship high schools do not have a building. Since the facts in all of these tables are shown in graphic form in Figure 7 we may refer to that in order to get a general idea of the vari- ous high schools of the various groups so far as the characteristics of the plant are concerned. At the -left hand side of the graph in the square provided for it is shown the number of the question on which the table is made up and on which the graph is constructed. The second column shows the size of the school, the third column shows the percentage of schools having the feature under consideration. For example, in that part of the graph appertaining to the building, in Group A 4.87 per 59 cent of the city high schools have a building and 51.6 per cent of the township high schools have a building. The hollow bar, as heretofore, in each case represents the city high schools, the solid bar represents the township high schools. It will be noted that in the smaller Classes A, B and C the township high schools are much better provided for in the matter of buildings than the city high schools. In that part of the graph referring to the library we have a remarkable variation from the trend heretofore shown in the comparisons of the equipment of the township high schools. In Classes A, B and C the township high schools are not as well provided for in the matter of library as the city high schools. In Class E they are equally well provided for. In Class D there are more of the town- ship high schools which have libraries than city high schools. As to the question whether or not the laboratories provided for these various buildings are equipped for pupils, it is seen that in Class E the two groups of high schools are- equally well provided for. In Class C the township high schools are not so well provided as the city high school. In all other classes the township high schools are better provided for than the city high schools. As to the number of manual training rooms (Question 31), in Class C the city high schools and the township high schools are equally well provided. In every other class the township high schools surpass the city high schools. In the matter of provision for domestic science rooms, in Class E the city high schools are better provided. In every other class the town- ship high schools are very much better provided for. In the matter of gymnasium, in Classes C and E the city high schools are better provided for; in every other class the township high school are better provided for. In the matter of an athletic field the township high schools are better provided for in every class than the city high schools. The remarkable situation shown in this graph is the fact that the smaller classes A and B are better provided even than the upper classes. This is very likely due to the fact that in making out the report on the Approval Blank the smaller schools report themselves as possessing athletic fields when they probably rent them or lease them. It is another evidence of the tendency on the part of schools of this grade to magnify whatever possessions they might have with a view to securing recognition for their schools. One of the most important features in the equipment of a school, which is often neglected, is the library. In recent years large sums of money have been expended for laboratory equipment, domestic science, manual training, etc., all of which expenditures are amply justified. However, the center of every high school should be its library, and ex- penditures for equipment are woefully out of balance when the appropria- tions for this item of equipment are low and others are adequately provided for. It adds much more to the efficiency of every department in the building, and should be the center of academic activity. As was shown in Figure 7, the township high schools are inferior to the city high schools in this particular, although superior in every other. The information regarding the libraries in the State of Illinois is reported in 60 Question 23 of Form 2. This information is assembled and displayed in Table XVIII. This table is made up in exactly the same manner as the preceding tables. Here again the quartile deviation is greater in the case of the township high schools than in the city high schools in every case except Question School K 12.. B ui L- & i tv G to 4.87 1 O 1 11.76 ^ol fcl.OS 3 t'o l IOO 50 1 ^3.3 2 7. 1,/OfSA/^y 1 siooqosjoaaqumjsi; ^^ B5J I oo -- c4 !N iO id oo CO OO OOS-TOS OO rH (N I CO rH I rH 1C oos-ioi OOT-9Z OS-9S SI-T siooqos * 2 M IS 38 IS I II I ^3^0 > 67 some considerations in the preceding tables and in the preceding dis- cussion. Schools from 200 to 500 typically have 2 domestic science rooms, 2 manual training rooms, two or more laboratories, a gymnasium and athletic field, and so forth. Just how many of these special rooms will be provided in the building depends upon the amount of money available and the policy of the school authorities. However, the effi- ciency of the building will depend largely upon adequate provision for recitation rooms. The number of recitation rooms is the first considera- tion in the construction of a high school. In Table XXII is shown a set of facts as to the number of recitation rooms which are in use in the high schools of the various sizes indicated. TABLE XXII NUMBER OF RECITATION ROOMS (NORTH CENTRAL BLANK). A 1-100 B 101-200 C 201-300 D 301-500 E 501-Over. F Total. 1 Si i si & Median. I i 1 O F-H fcfl Median. si Median. 9 1 3 S 53 North Central... 4 4-7 6 6 5-6 5-8 4-9 8 9 8 6-10 7-10 6-10 12 14 14 10-15 12-16 11-16 20 17 16-26 16-25 37 33 27-44 23-40 7 9 8 5-11 5-16 5-14 Illinois Township High School This information is compiled from a preliminary transcript pre- pared by Mr. Counts in preparation for his study "A Study of Colleges and High Schools in the North Central Association/' published by the United States Bureau of Education, referred to in the second chapter of this study. In this table the various groups of high schools are arranged at the top ; the North Central Association, the Illinois high schools, and the township high schools are shown in the left hand column. The table shows the median number of recitation rooms in the high schools of the various groups, in the column marked "medians." The middle 50 per cent of each group is shown also under the heading marked "Quartile Kange." For example, on reading the table from left to right beginning with the line opposite "North Central," we find that in the North Central schools in Class A the median is' 4 recitation rooms, and the middle 50 per cent of the schools of the North Central Association have from 3 to 6 recitation rooms, in this group. In the North Central Association in Class B the median number of recitation rooms in schools of this group is 5. The middle 50 per cent of the quartile range as it is called here, have from 5 to 6 recitation rooms, and so on. The situation may be noted for the city high schools in Illinois and for the township high schools in the same manner. It will be noted that in Class D the median number of recitation rooms in the North Central Association is 12, and the middle 50 per cent is from 10 to 15. Illinois high schools in this group have a median of 14 class rooms ; the middle 50 per cent is from 12 to 16. Township high schools have a median of 14; the middle 50 per cent have from 11 to 16 recitation rooms. 68 Here again in preparing to erect a high school plant the school authorities responsible for the matter could safely determine upon a cer- tain number of recitation rooms in the light of this table, in addition to the special rooms for domestic science, manual training, etc., which they may decide to incorporate. For example, if they had an enrollment of 200 but expected their population and their proportionate high school enrollment to increase, they might plan to construct a building to accom- modate from 300 to 500 students. In that case they would determine that in addition to the various special rooms, manual training, domestic science, etc., which they might construct, a moderate estimate of the recitation rooms needed would be 14. More progressive people would prefer to make the limit set by the median and the third quartile, 14 to 16. The provision would not be extraordinary if 16 recitation rooms were provided. In Table XXIII is displayed the information coming from Question 15 of the Approval Blank. This has to do with the number of rooms used for the high school where there is no separate building. It also gives the information as to the number of schools which have no building. There are 446 high schools involved. Of these schools 3.13 per cent make no report on this itern^ 68.83 per cent report that they have no high school building, 28.02 per cent represent that they have buildings. This large percentage is due to the fact that so large a proportion of the high schools in the State are small. There are 293 schools in the State having an enroll- ment of 1 to 100 pupils ; 246 of these are city high schools, 47 are town- ship high schools. Of the city high schools in Class A 87.8 per cent have no separate building; 46.8 per cent of the township high schools have no separate building. In both classes A and B there is a large percentage which have no separate building. In the middle portion of the table are shown the number of schools in each group having 1, 2, 3, 4, 5 rooms, and so on. In each case also the percentage of schools having a given number of rooms is indicated. This percentage is based upon the num- ber of schools in that group. For example, in the city schools in Class A there are 7 high schools which have 6 rooms each. This is 3.24 per cent of the total number in this group, which is 246. At the right of the table are shown the medians, the quartiles and the quartile deviations. For example, in Class A the median number of rooms which city high schools with no separate building to occupy is 3 ; the middle 50 per cent of these schools occupy from 1 to 4 rooms. In the case of township high schools in Class A the median number of rooms occupied by township high schools which have no building is 4 ; the middle 50 per cent of this group of schools occupy from 3 to 5 rooms. Similarly in Class B in the case of city high schools the median number of rooms occupied by city schools which have no separate building is 7. The number of rooms occupied by the middle 50 per cent of city high schools, of this group is from 5 to 7. In the township high schools in this group the median number of rooms occupied by high schools having no separate building is 6 ; the middle 50 per cent is from 5 to 6. As has been previously stated, most of the preceding tables must be interpreted in the light of this table. That is, when we are consid- 69 co out CO t^ CO spoqos {^o j, 88 23 S 3|3 I 06 IO N .0 o 0, S 1U80 J9J * S I> I f- CO. CO CO 2 : % IS S rH- td I ! 1 -rf - . . 55 S oS 5 ^S CO 18 000 'It-It spoqosjo jaqran^i M W 3 W H ^1* E 501-O 90.000 8J.OOQ 80.000 75.000 70,OOO 55,000 Sb.ooo 4-5:000 40.000 35.000 3O.OOO e^.ooo 20.000 5.0OO 0.000 J J D 18,790 M ___._9_90>. . .Szzq Figure 9 Annual Expenditure for Teaching. The high schools are classified at the bottom according to the number en- rolled. The upright bars represent the total annual expenditure for teaching from the first quartile to the third quartile. The hol- low bars represent the city high schools and the solid bars the township high schools. M represents the median annual expendi- ture in each case. An equalized scale of annual expenditure is shown at the left and a scale of the medians at the right. 75 ered. A school which falls within the middle 50 per cent is probably not far out of the way in its expenditure for instruction as compared with the other institutions in the State. This middle 50 per cent, of course, is shown by the limits of the first quartile and the third quartile. The facts set forth in Table XXIV are shown graphically in Figure 9, and Table XXIV should be studied in conjunction with Figure 9. Figure 9 shows at the left hand an equalized scale, and at the right a scale of medians. It will be noted in the township high schools in Class D that the median expenditure is $18,790 per year and that the expenditures of the middle 50 per cent of these schools are from $15,025 to $27,150. Now, it is not always creditable to an institution that it spends a smaller amount of money for an item than other institutions do. For example, for instruction it will be seen in a later chapter that prac- tically all of the schools spend too small an amount of money, but it is desirable for the formulation of a correct financial policy and for the completing of an annual budget that an institution know what other institutions of its class and size do in this respect. In looking over this table and the graph referred to it will be seen that the expenditures for instruction, as would be expected, increase directly as the size of the school increases. It will also be seen that the township high schools in every case expend more than the city high schools. It will also be noted that the deviation in the case of the town- ship high schools is greater than in the city high schools. This, of course, represents larger experimentation and greater difference of prac- tice in handling the same proposition on the part of the township high schools. In Table XXV is shown the information reported in 43 -B of Form 2. This shows the expenditures of the various schools in the item of the salaries of teachers giving one-half or more time to their work. This table is of particular value in that it shows the amount of money ex- pended for instruction after part-time teachers, superintendents and supervisors who teach less than half time are eliminated. In other words it displays the amount of money expended for full time instruction. An examination of the table, however, shows the same relative situation re- garding the expenditures for instruction as Table XXIV. A school wish- ing to compare itself absolutely in the matter of instruction with others of its class can do so with the satisfaction that all unusual matters, such as part-time teaching, have been eliminated. On the other hand, Table XXVI is a display of the facts regarding the total cost of instruction reported in Item 43 of Form 2. In this is included all kinds of expenditures for instruction, supervisors and prin- cipals who teach less than half time, teachers and principals who teach half time or more, text books, stationery, supplies, interest on teachers' orders, tuition of transferred pupils paid by the district, in fact, all expenditures which may properly come under the head of instruction. This table is graphically represented by Figure 10. If we examine this table in the same way as we have preceding tables we will note that, for example, in the township high schools of Class D the median total cost of instruction is $22,844. The middle 50 per cent of schools of this group expend from $19,305 to $27,706. We note also 76 H 18 l i| 21 oTci" ^T t^oo' e^oo" lO 00 M< ~ u co I co ooco I i-i ooo'oz$-ioo'ei$ 000'9T$-TOO'OT$ 000'OI$-IOO'6$ 000'6$-IOO'8$ 000'8t-IOO'Z$ O00'#-I00'9t 000'9$-IOO'9$ 2 10 12 OOO'B-IOO'SS CO >O I OO 10.-H CO IS 13 <"-< 3 009 '21-100 '2$ B - 000'S$-T05'I$ OOS'l$-TOO'l$ ooo'i$-ioe$ spoqos jo jaqum^ i-H CO I Tf CD CO I Ci -H" c^ rt UH OH SH "H GH SH HH o 8 -i O 04 J3iS cToo" SS Sg 00^ NOO^ TjTc T.095 000 j-l| B "i_r 2,8fefc n-cr - -.- 2,180 < *- 4^ ^ j Fig. 10. Total annual cost of Instruction. The high schools are classified at the bottom according to the number enrolled. The upright bars represent the range of the annual cost of instruction from the first quartile to the third quartile. The hollow bars represent the city high schools and the solid bars the township high schools. M represents the median total annual cost of instruction in each case. An equalized scale of annual cost is shown at the left and a scale of the medians at the right. that here as before the township high schools expend larger sums of money for instruction than the city high schools and that the deviation in every case is larger in the township high schools than in the city high schools. Perhaps boards of education and school executives generally will be more interested in the tabulation of total costs than in the various items. This is shown in Table XXVII and includes not only the items which are given in detail in this and in the preceding chapter but all other items which come under the head of current expenses. The facts shown in this table are represented graphically in Fig- ure 11. Looking at this table in exactly the same way as we have the pre- ceding ones we note, for example, in Class D that the median total cur- rent costs of township high schools in this group is $28,425. The middle 50 per cent of these schools spend from $23,975 to $47,185. The devia- tion jn the case of township high schools is greater than in the city schools in every case. As was indicated in the preliminary discussion in this chapter, there have been formulated no general standards of costs of very wide accept- ance. Certain studies have been made on the basis of the cost per en- rollment; some have been made on the basis of the cost per hour of in- struction; and various other standards of costs have been evolved. Per- haps the standard which would show the best results and give informa- tion of an objective character that could be followed by everybody would be the per diem cost. The actual number of days' attendance is shown in this study in Table LXII. There has been no opportunity in the, present investigation, however, to tabulate the cost on this basis. We have followed the more common custom, and have calculated the per capita cost on the basis of enrollment. This is found by dividing the total current expense in each individual school by the enrollment reported from that school. The figures thus secured are displayed in Table XXVIII. Table XXVIII is illustrated in Figure 12. We have in this table information from 97 township high schools and 355 city high schools, a total of 452 high schools. It will be noted in this connection that there are 13 city high schools of Class A in which the cost per capita is from $21 to $30; there are 41 in which' the cost per capita is from $31 to $40. Note particularly that although there are a few schools of Class A which have a very low per capita cost yet there are a number which have a very high per capita cost. There are more schools of Class A which have a per capita cost of over $100 than of any other class. Examining the medians of the city high schools, it will be noted that the per capita cost does not vary to any large extent. Class B costs less than Class A. Classes A, B and C are very close to- gether. Class E is the most expensive. In the case of the township high schools it will be noticed that the per capita cost in Class A is larger than in Class B and Class C. In Class D of the township high schools the per capita cost rises again, and is at its highest in the case of Class E. In both kinds of schools it is to be noted that Class E has the greatest per capita cost. This class of schools could practice economy most effectively and have the lowest per capita cost, but they 80 5 Kg sss Si 5cc gg P ^ JH S5 Q ss S c3 3 5-1 II 1 g ^5 i-Tco" & 3 coco cTrH~ s S8 S S" ' I I cfeo"" tfiOO II 158 co^o^ I i 1 i co'j* 2? ss *s . cBS 1 Ss co goo S . i gS 1 Ss S 1 jp i ^ 1 SS 1 li 1 S3 | |J 1 SI J8AO-TOn'nQ4 CO U3CO OO CCD ^3 . ooo'oet-ioo'o*$ N N CM iH ; f, ^^ oo OOO'OSt-IOO'STt i J ad^ ^ . . uW -!? y 'S 8 w w Jt 1^1^ H VJcL ^ rt^ fef SS OE-" EH&H Grand total / ?>/ 5-' '<^> ^ *^ ^ ' % Fig. 11. Total current costs. The high schools are classified at the bottom according to the number enrolled. The upright bars rep- resent the range of total current costs from the first quartile to the third' quartile. The hollow bars represent the city high schools and the solid bars the township high schools. M repre- sents the median total current cost in each case. An equalized scale of total current costs is shown at the left and a scale .of the median at the right. 6 I H S TABLE XXVIII PER CAPITA COST (FORM 2, SUMMARY). A 1 o c3 i 43 | 55 r 09 -o i i a 2 ft ! ~ 1 ~ 1 1 c; I 1 8 o 1 1 "H C? | 11 fc y % 1 i. M % SI 8 4 1 s H S A CityH.S... Tin?! 13 41 70 65 31 ?o 8 i $54. 16 $50.65 $41.66 $59. 46 $ 8.90 1-100 Twp. H. S 46 1 4 c 4 11 I 9 80.47 73.21 57.fift 92.45 17.40 Total....- 298 13 42 74 74 35 31 13 6 10! B City H. S 68 2 '?0 28 13 6 1 45.37 44.23 36.30 51.78 7.74 101-200 Twp. H. S 9? 3 6 4 1 ? 67.93 61.15 53.25 76.70 12.73 Total 90 3 ?.o 29 19 11 5 1 2 c City H. S . 11 1 7 3 46.66 43.85 42.13 55.59 6.73 201-300 Twp. H. S 13 1 2 4 5 1 58.70 59.37 48.17 65.30 8.57 Total 2 9 7 5 1 D City H S q 1 4 3 1 49.31 48.39 43.64 55.85 6. 11 301-500 Twp. H. S 13 1 1 4 1 1 5 87.32 71.80 66.22 110.68 22.22 Total ?? 1 5 4 5 1 1 5 E City H. S 7 5 3 52.77 53.62 46.26 56.29 5.02 501-Over Twp H S 2 1 94.48 89.30 87.69 100.46 9.39 Total 18 - 7 5 a - ?. 1 Total CityH.S.... Total Twp. H. S. . 355 97 1.-) 1 1 114 10 89 20 41 IS 21 16 8 9 3 4 1 17 Grand total 452 16 65 124 109 ,->!> 37 17 7 18 Figr. 12. Per capita cost. The high schools are classified at the bottom according to the number enrolled. The upright bars represent the range of per capita cost from the first quar- tile to the third quartile. The hollow bars represent the city high schools and the solid bars the township high schools. M represents the median per capita cost in each case. An equalized scale of per capita cost is shown at the left. 83 also have the opportunity and they choose to take advantage of it to en- rich their courses of study, extend their electives and to increase their equipment. Class A has the next largest per capita cost. This is because of their meager enrollment and consequent small classes. This offsets the fact that their teachers have smaller salaries. Following" Classes E and A, the remaining groups in the decreasing order of their per capita costs are D, B, and C. As a generalization upon these figures, it would seem that city high schools can probably most economical^ handle their students and yet provide them with a broad system of electives and furnish them with excellent equipment, in Classes C and D. It seems that the township high schools may do this best in the case of Class C. In short, Classes B, C and D seem to provide opportunity for an economical administration of high schools. The facilities which they provide will be shown in an- other chapter. In this table, as in the preceding ones, it is seen that the per capita cost in the township high schools is more than in the city high schools. Here again the deviation is larger in the township high schools than in the city high schools, in every group. An examination of any individual group may be undertaken in this table as in the preceding ones. For example, in the township high schools of Class D it is to be noted that the median per capita cost for schools for this group is $71. 80. The per capita cost of the middle 50 per cent of schools in this group is from $66.22 to $110.68. A school within this range can be sure that it is well supported in its practice by the practice of schools of its own size and standing. Expenditure, however, is not the whole of the financial problem. School boards and school officials generally, are often in hard straits to secure the necessary income to conduct their schools properly. As was noted in a preceding chapter, probably the most important reason for this difficulty is the fact that the provisions of the school revenues were originally established by law to finance elementary schools which had a relatively simple organization. In the last quarter of a century elemen- tary schools have become very complex and much extensive, and in addi- tion to this has been added in scores of communities the burden of sup- porting a high school. High school education, necessarily because of the high cost of instruction and the expensive buildings and equipment de- manded, has greatly increased the burden placed upon the fiscal resources of the districts in question. Unfortunately this situation has not been frankly faced by legislatures, and in many communities educational in- terests languish for lack of funds. One of the great benefits of the township high school movement in the State of Illinois is the fact that it provides an adequate solution for this problem. In the case of city high schools there are no figures which show the proportion of the tax rate which is devoted to high school purposes, hence, even were the figures available, it would not be profitable to display a tabulation of the assessed valuation shown in the various city high school districts. This has some value, however, in the case of township high schools, and the information is given in Table XXIX. 84 TABLE XXIX ASSESSED VALUATION OF TOWNSHIP HIGH SCHOOL DISTRICTS (SPECIAL REPORT). A 1-100 B 101-200 C 201-300 D 301-500 E 501-Over. Total. Number of schools 40 22 11 7 4 84 Assessed valuation 0-$ 500 000 7 17 $ 500.001- 1,000.000 14 4 18 1,000,001- 1,500,000... 17 5 1 23 1,500.001- 2,000,000 2 7 4 1 14 2,000,001- 2,500,000... 3 2 la 2 500,001- 3,000,000 1 2 3 3,000,001- 3,500,000... 3 500,001- 4,000,000 1 1 2 4,000,001- 4,500,000... 1 1 4 500 001- 5,000,000 2 2 5,000,001- Over 1 1 3 4 9 Total 40 22 11 7 4 84 Average $ 181,872 $ 62,308 $ 635,076 $ 856,760 $10,423,175 Median 1 934,374 1,657,236 2,038,657 4,909,936 6,035,632J First Quartile 696,240^ 1,125,084 1,588,426 4,295,346 7, 802, 779 J Third Quartile 2,574,907 2, 015, 534 J 2,732,806 7,088,148 13,043,5704 Quartile Deviation 938,333.25 890,450i 572,190 2,792,802 26,920,3954 This table gives the assessed valuation of 84 township high schools. In. this table the side heads and the top heads are reversed from the custom followed in preceding tables, as explained in Chapter I. The assessed valuation is grouped as to 500,000, 500,001 to 1,000,000, the number of high schools in each group in each horizontal column following the designation of the group. It will be noted that the valua- tion increases as to the size of the school, which is merely another way of saying that the enrollment corresponds in a broad way with the wealth of the community. This correspondence is not entire, however. It will be noticed that the median assessed valuation of the schools of Class B is smaller than that of Class A. This is because the school dis- tricts of both Class A and Class B are largely rural in type, and this represents a chance variation. In Table XXX are shown the tax rates for township high school districts, based upon the returns of 1915. The law provides that each township high school district as well as every other school district in the State may assess the property of the dis- trict at the rate of 1% per cent for building purposes and 1% per cent for educational purposes. It will be noted that this is an arbitrary division of the school funds. It was not originally based upon, any scientific determination of the relative needs of the schools of the State so far as building and instruction are concerned. This is one of the problems that ought to be solved by a scientific study of school finances. After a building enterprise has been successfully carried through there is no reason why the l 1 /^ P er cen t should be the rate allowed for this pur- pose. It would seem proper that this rate should be very much lowered and that the rate for educational purposes might be materially increased. In the case of many needy districts this would solve many financial prob- lems. This is in part taken care of by recent legislation, which allows the people by special vote to make the ratio 2 per cent for educational 85 TABLE XXX TAX RATES 1915 (SPECIAL REPORT). A 1-100 B 101-200 C 201-300 D 301-500 E 501-Over. Total. Total schools 29 17 11 5 4 66 Rate for educational purposes . 26- . 50. . . 1] 4 15 51- 75 10 5 5 1 .76-1.00 5 3 3 1 12 1. 01-1. 25 1 2 2 3 1 9 1. 26-1. 50 m 3 1 2 g Total 29 17 11 5 4 66 Average .63 .79 .91 1.094 1 09 Median .53 .70 .79 1 16 1 17 First Quartile .455 .52 .70 .875 .91 Third Quartile .86 1.23 1.24 Quartile Deviation .465 ' .355 .54 Total schools 14 11 g 5 4 42 Rate for building purposes 0- .25 4 4 13 . 26- . 50 4 3 3 1 2 13 .51- .75 1 1 1 5 .76-1.00 1 1 6 1.01 1.25 1 1 2 1 26-1 50 2 1 3 Total 14 11 g 5 4 42 Average 59 38 39 83 51 Median .315 .28 .28 .83 475 First Quartile .215 20 12 455 34 Third Quartile .975 52 .855 Quartile Deviation .380 .16 .367 Total schools 39 22 11 7 4 83 Total tax rate 0- .25 1 1 .26- .50 8 1 9 . 51- . 75 10 4 1 15 . 76-1. 00 9 7 4 20 1.01-1.25 5 3 3 1 1 13 1.26-1.50 1 4 1 1 g 1. 51-1. 75 1 1 3 1 6 1. 76-2. 00 1 2 5 2. 01-2. 25 1 1 1 3 2.26-2.50 1 1 2. 51-2. 75 1 1 2.76-3.00 1 1 Total 39 22 11 7 4 83 Average 87 1 09 1 20 1 72 1.60 Median .77 .89 1.10 1.68 1.565 First Quartile . 51 .765 .91 1.35 1.315 Third Quartile 1.08 1.41 1.27 2.06 1.90 Quartile Deviation .285 .645 . 18 .355 .30 purposes and 1 per cent for building purposes, but there are cases when the proportion in favor of educational purposes should be much larger than this. In fact, there is not much justification for having a division in the law at all. The entire matter might very properly be left to the boards of education to determine, that is, they might be allowed to assess 3 per cent on the total assessed valuation and divide it as the needs of the district required. If there were adequate and special supervision of this matter providing for the formation of budgets, no evils could grow out of a plan of this kind. In Table XXX the rates which the various 86 township high school districts are assessed for township high school dis- tricts are shown, also the rate for building purposes, and the sum of the two or the total tax rate. In this table the township high schools classed according to enrollment are shown in the first horizontal col- umn at the top. In the vertical column to the left is shown a grouping for the tax rates. For example, the figures 0-25 indicate the tax range from to 25 cents on the dollar; the figures 26-50 indicate the tax range from 26 cents to 50 cents on the dollar. Bead- ing the table from left to right there are 11 schools of Class A whose tax rate for educational purposes is 26 cents to 50 cents on the dollar; 4 in Class B whose rate for educational purposes is 26 cents to 50 cents on the dollar, etc. In looking at the rate for educational purposes it will be noted that schools of Class B and Class C have nearly the same rate, namely, 70 cents in the case of Class B and 79 cents in the case of Class C. Class D and Class E have also nearly the same rate, $1.16 in the case of Class D and $1.17 in the case of Class E. It will be noted by an examination of this table that 11 districts in Class A have a tax rate of only from 26 cents to 50 cents. There is a total of 9 schools which have a rate of $1.26 to $1.50. There is quite a good deal of variation in the rate for building purposes. The median in Class A is 31% cents. In the cases of Class B and Class C it is 28 cents; in Class D, 83 cents; in Class E, 47i/ 2 cents. Perhaps the total tax rate represents the condition more thor- oughly. Examining this table, it is to be noted that there are 15 schools which have a tax rate of only 51 cents to 75 cents, in fact, most of the schools have a total tax rate of less than $1.00. The truth, however, is that in the case of township high schools the boards do not use their full taxing power. Looking at" the bottom of the table, it will be seen that the median total tax rate in the case of Class A is 77 cents, and that 50 per cent of the schools in Class A expend only from 51 cents to $1.08. In Class B the median is 89 cents, and the middle 50 per cent expend only from 76!/2 cents to $1.41. In the case of Class C the median total tax rate is $1.10, the middle 50 per cent expend only from 91 cents to $1.27, and so on throughout the table. The facts shown in Table XXX are shown graphically in Fig- ure 13. The relative situation in the various groups is shown in this graph. As heretofore, an equalized scale is shown at the left and a scale of medians at the right. In this chapter the current expenses of the high schools in the State are studied in detail. It is found that these expenses increase directly as to the enrollment. It is also found that the township high schools expend more in the various groups than the city high schools do. Here as in the preceding chapters it is found that the deviation is greater in the township high schools than in the city high schools. It is also found in the case of the tax rate that the township high schools do not come anywhere near exhausting their resources. It is also shown that a division of the total tax rate in equal parts, for building purposes and for educational purposes, is an illogical division and that educators 87 should address themselves to the task of securing remedial legislation on this point. It is clear from the foregoing considerations that the township high school provides in a financial way an adequate plan for taking care of the urgent burdens which have in the last quarter of a century grown up in Fig. 13. Total Tax Rates. The township high schools are classified at the bottom according to the number enrolled. The solid upright bars represent the total tax rates in township high schools from the first quartile to the third quartile. M represents the median total tax rate in each case. An equalized scale of the total tax rates is shown at the left and a scale of the median at the right. 2JO. 2.00 l.<90 MP_ 1.70 |.t>0 (.so i. 4o 1.30 MO j.QQ 0.90 0.80 0.70 O.feO o.^b O.40. n I.JO connection with the management of secondary education. Eemedial leg- islation should put the city high schools on the same basis, or at least a consistent policy, giving adequate financial support, should be provided for all of the high schools in the State. 88 CHAPTER V. COURSE OF STUDY. It is not the purpose of the present chapter to go into detail in the matter of investigating the curriculum of the high schools of the State. It is rather to discover the situation with reference to prescribed and elective courses, the frequency and breadth of the vocational courses, and to note the relative equipment of the various high schools as to the opportunities they provide in elective and vocational courses. It will be the plan to find out what the practice is in the township high schools of the various sizes. In the pursuit of these ends, the first topic for consideration is the number of units required for graduation. This information is tabulated in Table XXXI, which is derived from Item 47 of the Approval Blank. The sizes and kinds of schools are shown at the left of the table. It will be noted that there is one column devoted to the total number of schools, another to the schools omitted, and still another to schools report- ing. This information is reported in the form of units. It will be noted that there is one vertical column headed, Less than 12, another 12, an- other 13, and so on. The table when read from left to right shows that in the city high schools of Class A there is one that requires less than 12 units for graduation, there are 10 which require 12 units for gradua- tion, there are 2 which require 14 units for graduation, and so on throughout the table. It will be noticed in" this connection that there is also a percentage column in all of the various groups. For example, there are 187 city high schools of Class A which require 16 units for graduation, which is 81.65 per cent of the number of schools reporting. Noticing the figures in the grand total, there are 444 schools which report on this section of flie Approval Blank. That is, of 444 schools on this section of the Approval Blank, Class D of the Curriculum, there are 418 schools which report 011 this item. The percentages in each case are based upon the total number of schools reporting on this section. An examination of this table shows very clearly that the city high schools and the township high schools are quite uniform in the number of units required for graduation. This is not only true in the schools of the different sizes but it is also true in the totals. For example, there are 262 city high schools which require 16 units for graduation or 79.63 per cent of all of the city high schools reporting on this section. There are 73 township high schools requiring 16 units for graduation or 82.02 per cent of all of the township high schools reporting on this item. The total result is that a little over 8.0 per cent of all of the high schools of the State require 16 units for graduation. It is to be noted, however, 89 CO O T Oi CO C-3 T f CO O "f't^. ;c rt 00 I-HT-H > * ^'03^' 03 " J .C3 ^ P E a w o MW -s a 35 o OH I "x H " H rt x H ^7; O >>P< > ft >>P< '-^^ ^ps si .-^ ^ ^o OH OH OH HH 8 8 90 that a little over 13 per cent require 15 units for graduation, and a little over 2 per cent require 17 units for graduation. Obviously the next x topic to consider after noting the number of units that are required for graduation is to discover, if possible, the number of these units which are prescribed. This information was col- lected under Item 48 of the Approval Blank, and is displayed in Table XXXII. The distribution of the schools as to kinds and sizes is shown at the top of the table ; the distribution of units at the left side. In this report also the total number of schools which are reporting in this Section D on the curriculum is given. A horizontal column is also included for schools omitted. It will be noted that in the city schools of Class A there are 4 high schools which prescribe only 4 units. There are 2 which prescribe 5 units, and thus the table is read throughout. In this the same as in the others the percentages are calculated, that is, noting that there are 14 city high schools of Class A which require 9 units for graduation, it is seen that 6.51 per cent of the schools of this class require 9 units for gradua- tion. That is, this percentage is based on the number of schools report- ing on this item. From this table the median, first quartile and third quartile are calculated. A glance at the table thus constructed shows that as the size of the school increases the number of prescribed units decreases. For example, 13 is the median requirement of units in the schools of Class A, 9 in Class B, 8 in Class C, 7 in Classes D and E. It will also be seen that the township high schools prescribe in the smaller schools such as Classes A and B a smaller number of units. In the light of other information which we have accumulated in other parts of this study, it is very likely that the township high schools in this case are able to prescribe a smaller number of units because of the larger number of courses that they can offer and their larger facilities in teaching force. The next inquiry following upon the number of units that are pre- scribed is to discover what these prescribed units are. This is reported in Item 50 of the Approval Blank and is collected in Table XXXIII. As previously suggested, there are 444 schools making report on this section. On this item the number of schools which are omitted in each case is shown in a separate column, and the number of schools reporting on this item is shown in still another column. The percentage of schools omitted and the percentage of schools reporting this item are also shown. This percentage is valuable in showing what proportion of the schools give the information, and we thus have a definite notion as to the value of the information submitted. It will be seen that 45 per cent of the schools in the State have reported on this item, that is, there are 200 high schools. This is suffi- cient to give a satisfactory body of knowledge on which to base conclu- sions. Another column is provided in which the total number of units pre- scribed is given. This information is tabulated for each of the large groups of subjects usually taught in high school, namely, English, Mathematics, Language, History, Science. In the case of History, for 91 C^I C^ C^ OJ OO CO CO . ioioiocoioo)t^r- oq cm> . oo (N 00 COO iO O (N N N CO 5 CO CO OOCOO I-H * i-? ^ oi -^5 co -I jt^ o t^ ci t^ 10 o oi ' ^ ^ r-5 ' ' oi cd co cc i> CD tv i CO-^OOcO'CcOINOc COr-t CO i-H 1-H 1-H l-OOC35C^H!NCO-*>OCOQ O >O t^CNCNiOiOOcNt>JiO 00 CO CO (N CN -5oJcdo6c4"5' ^ if, ii S'S 95 1" So 1 : 1C 1C 1C S : S coc. 1C 00 1C t WO 8 : : : :g : :8 : S : S is S? ! S : :w>g I iSiii ^2-^. g P,M 'S ^-2 ^ "S S t! ^ ' ^ ^ co E 501-Ov : : : : TI ..... r t-* i-^ W : g : S : : : : S : S - 3 :^-S 42T};^^ a -a 97 example, those courses which are definitely related to History are in- cluded in this general head, that is, such subjects as Civics and Industrial History. History signifies in addition to its own proper courses such course as Industrial History, Civics, etc. Language means foreign lan- guage, Latin, French, German, etc. The topics which would not be included properly under these various major heads are tabulated separ- ately under the caption "Other Subjects." Under each of these various captions, vertical columns are pro- vided indicating the number of units, for instance, y z unit, 1 unit, 1% units, and so forth. Opposite these in horizontal columns the number of schools which require the units indicated are given, and next to that the percentage of schools which require the number of units indicated is shown. For example in English 76 city high schools or 83.5 per cent city high schools of Class A require four years of English ; nineteen high schools or 73.07 per cent of township high schools of Class A require four years of English and so on throughout. These percentages are based upon the number of schools reporting this item. Examining the portion of the table devoted to English, 72.5 per cent of all the schools in the State require four years of English; 26.5 per cent require three years of English. This policy is very definite, as the table shows: Another thing that is noticed in connection with the En- glish prescription is that as the school is smaller there is a greater per- centage of the schools which require four years. This is very likely due to the fact that the smaller schools cannot provide a wide range of electives and, hence, require a larger percentage of such subjects as English, Mathematics, and so on. A negligible number of the schools of the State (.5 per cent of them) make no prescription in English. Under the head of Mathematics it will be noted that the small schools in large numbers require 2% and 3 years. The explanation here is similar to that noted under the head of English. The small schools do not have a large range of electives and, hence, must prescribe the academic subjects which they are required to teach. In Class A 26.49 per cent of the schools require 2% units, 32.47 per cent require 3 units. There is a pretty definite tendency throughout the groups of schools to require 2 units, in fact, 30.5 per cent of all the schools in the State re- quire 2 units, and 21 per cent require 2% units. A large number of schools (20.5 per cent of them) make no requirement in Mathematics. Under the head of History we note -that 35 per cent of the schools of the State have no prescribed units in History. Where there is a pre- scription it is more likely to be 2 units, that is, there are 32 per cent of the schools in the State requiring 2 units; 19.5 per cent require 1 unit. In Language a majority of the schools do not prescribe any work, In case there is a prescription it is more likely to be 2 units, as 19.5 per cent of the schools of the State require two years of work. Where Science is required, the most frequent practice is to require 2 units. Of the schools of the State 23.5 per cent require 2 units. A comparatively Ijarge number require 1 unit, that is 17 per cent of the total,. but a third of the schools of the State do not require any Science. 7 I H S 98 Under the head of Other Subjects it will be seen that there is a straggling tendency to require some other subjects besides the preceding ones. There does not seem to be any uniform practice as distinguishing city high schools from township high schools in the kinds of subjects prescribed. The information collected under Item 50 of the Approval Blank is displayed in another way in Table XXXIV. In this table are shown the total number of units prescribed in the various sizes and kinds of schools. In addition to this separate columns show the total number of units prescribed in each of the various groups, that is, the total number prescribed in English, Mathematics, etc. The percentage of each of these various groups based upon the total pre- scribed groups is also shown. For example, in city high schools of Class A the total number of units prescribed in all of these schools is 1,062%. Of these 351 are prescribed in English, 228 are prescribed in Mathe- matics. The ratio that the prescribed units in English bears to the total prescribed units is 33.03 per cent. The same for Mathematics is 21.45 per cent. In a similar manner the table is read throughout. By referring to the total figures shown at the bottom of the table, it is readily seen that the order in which the schools of the State pre- scribe these various groups is English, Mathematics, Science, History, Language, Other Subjects. Of all of the units prescribed 36.69 per cent are in English, 22.61 per cent of all the units prescribed are in Mathe- matics, and so forth. This same order is also preserved when we examine the totals for city high schools and township high schools separately except that in the township high schools Science and History are re- versed. The information in this table is shown graphically in Figure 14. In Figure 14 the first column at the left shows the subject under consid- eration. The second column shows the size of the school in each case. The third column shows the percentage which the number of units pre- scribed in each subject bears to the total number of units prescribed. For example, at the top of the graph it is noted that 33.03 per cent of the total prescribed units are. in English in the case of the city high schools; 36.46 per cent of the total prescribed units are in English in the case of the township high schools. The prescribed units in the city high schools are represented graphically by the hollow bars; the pre- scribed units in the township high schools are shown by the solid bars. The order in which these various subjects are required stands out very clearly, as stated above, in an examination of this graph. Looking at the graph in more detail it appears very readily that En- glish is required to a larger extent in the city high schools than in the township high schools. In Mathematics the township high schools prescribe more units in Classes A, B and E. In Classes C and D they prescribe less. In the case of Science the township high schools prescribe a less num- ber of units in Class A and Class E. They prescribe more in Classes B and D, and practically the same amount in Class C. 99 t S 88 2 % ' *co -; ~ 55 as ri sd 3 S" 5 05 II Ha cio s s It II S SS 2 S 83 SJ - 1 og TH(N IS Hi! M I l II ! H -a a OH OH . oe 100 Fig. 14. Prescribed units. Dis- tributed as to enrollment. In the ver- tical oblong spaces comprising the first vertical column are shown the number of the question in Form 2 from which the information is derived and subject represented in each respective section of the graph. The second vertical column in each section shows the classification of the schools based on the enrollment. The third vertical col- umn shows the percentage which the number of units prescribed in .each subject bears to the total number of units prescribed. The horizontal bars represent this percentage in each case. The hollow bars represent the city high schools and the solid bars the township high schools. In History the township high o^meiore n every case with the exception of Class B. ' This information is thrown up in still another form in graph 15, in which the total prescribed units arc shown. The subjects are shown in the second column and the percentages in the third. The graphs can best be read as, for example, 36.42 per cent of the total prescribed units in the city high schools are in English; 37.59 per cent of the total prescribed units in the township high schools are in English. These facts are shown graphically in that the percentage for city high schools is represented by the hollow bar, and the percentage for the township high schools, by the solid bar. It is very clear that the township high schools require more English and more Mathematics than the city high schools. They require less Science and Language. The requirement in History is practically the same. An obvious corollary to the number of units that are prescribed in the various subjects is the number of elective units. Fig. 15. Prescribed Units. Totals. In the first vertical oblong space at the left is shown the number of the question in Form 2 from which the in- formation is derived and the subject of the graph. The second vertical column shows the percentage which the num- ber of units prescribed in all the schools of a given group in each sub- ject bears to the total number of units prescribed in the given group. The horizontal bars represent their percentage in each case. The hollow bars represent the city high schools and the solid bars represent the town- ship high schools. This information was collected under Item 49 of the Approval Blank and is collated in Table XXXV. In this table the sizes and kinds of schools are shown at the top of the table. The total number of schools, furnishing information on this section is 444. There is also a column for the schools omitted and the schools reporting, with the percentage calculated in each case. In the body of the table is distributed the number of schools in each .kind and class offering a certain number of electives. For example, in city high schools of Class A there are 7 which offer no electives, which is 4.72 per cent of the number of schools reporting on this item. There are 6 schools which offer 1 elective, which is 4.05 per cent of the schools reporting on this item. In a similar manner the table is read throughout. At the bottom of the table the median, first quartile and third quar- tile are calculated. An examination of this part of the table shows that the smaller the school the smaller the number of electives offered. The median number of electives in city high schools of Class A is 4 ; Class B, 6; Class C, 7 ; Class D, 9. This is due to the fact that the smaller high schools do not have the teaching force or the equipment to offer a large 102 <3*< -THCSJ -t<.cooo S8 cNiocc-^TjScsrHeot^t^coi-HT- iNto i-ir>. rHO - i-Jeoui'ifSogeogjoedeoWTH 5OGO CO T-( CO i * T 4 rH i-H TH r-l r-l M 00 1C 10 CO CO (N rH iH O C O3 O 00 W> rH CO r-l C^ r-l 1-HrH 103 H. ~& c* a> g> c* -H t^ co 06 o5 1-5 o co s e4 T-H ' * * N- ,3 >>3 ^^^ 5? ^ a :^5 ;&;oo <__. ^ "^ 106 O5 CO 1C H O CD 00 IN Tj? CO IN CO i "* i-l OO C* 1-1 co 1-1 - ^ .-i I-H eo * >**$ WKK& fall 3^^o ^ o ^ ^^ SB gs a^l g g^^'g^ 'g g^ : I If Illll &l llftlsli |'l llsll g I Jz; ^J?^;E-- 00 "O IN 10 oo oo oo rt< CO CO <6 &$ c* rH CO !N t^- o eo rH 06 CN I rH i * CO (N CO oo 5 co oo jo CO CO O !> O CO rH rH CO 09 00 !> CO OO CO <*< Oi C-l rn CO 00 ^ CO 3 5 o CM o co 3 "* 2 CN OO 10 to O CM cs co rH O IO CO CO (M CM 3 S g co co S5 : 10 co c co CO CO CO CO* 10 oo 10 oo 2 pi 06 o rH CO O Tj-H Tj-l co o co co oo 55 S rH 05 05 CM rH O 00 ;& : J. in :|lll ools o e. . . ars p ool w illllislsllllllll ___ s t*> S >> d >> o "^o-^o-^ S-^ ^ OT 3 'M 1 < P ber ars l number s mestic Scie l number offer high s Number years Number sc ye Nu ye Tot D Tot to 110 I a g II si < d-d Ill of work. In Class B both city high schools and township high schools in larger proportion offer four years. In Class C both city high schools and township high schools in larger proportion offer four years. In Class D city high schools in larger number offer four years, and township high schools two years. In Class E the larger proportion of both town- ship high schools and city high schools offer four years. The total result is that the township high schools offer the largest amount of commercial work in every class except Class E. In technical work the largest proportion of city high schools offor two years ; township high schools, four years. In Class B the largest pro- portion of city high schools offer two years,, and the township high schools in almost equal number offer two years and four years. In Class C the city high schools offer two years in larger proportion and the township high schools four years. In Class D both city and township high schools in larger proportion offer two years. In Class E both groups of schools in larger proportion offer four years. It will be noted that in technical work the tendency is to offer either two years or four years of the work. In this subject the township high schools offer the largest amount of work in every case except Class E. In Agriculture in Class A the township high schools in larger num- ber offer one year and the city high schools two years. In Class B the largest percentage in each group offer one year. In Class C city high schools offer one year in larger proportion and the township high schools offer two. In Class D the city high schools are evenly distributed in their offerings of one, two and four years. The township high schools in larger proportion offer one year. The total situation in this group is that the tendency is to offer one and two years in Agriculture, and the township high schools offer more in every instance except in Class D. In Domestic Science the tendency in both city and township high schools is to offer two years. In Class B the city high schools in larger proportion offer two years and the township high schools four years. In Class C the larger proportion of city high schools offer two years and the township high schools four years. In Class D the city high schools in larger proportion offer four years and the township high schools two years. In Class E both city and township high schools in larger proportion offer four years. In the total it is noticed that all schools have a tendency in larger proportion to offer two years, and the second choice is four years. In this department the township high schools offer more in every case ex- cept in Class E. An examination of the graphs referred to above brings out the information in a more marked form. Graph 16 is constructed by providing a column at the left in which is written the subject represented, next is the size of the school, and fol- lowing this is the percentage of time offered in each subject, based upon the total high school time possible, calculated in the manner heretofore described. Following this the percentage is represented in the city high school by the hollow bar, and the situation in the township high schools is represented by the solid bar. This graph reinforces the statement made above that all of the schools involved show the same amount of time devoted to academic subjects. In commercial work the township high schools offer more work than the city high schools except in Class E. In technical work the township Cent 8T5 Pig. 16. Courses offered classified according to size of schools. In the ver- tical oblong spaces which comprise the first vertical column is written the name of the subject which is represented in its respective section of the graph. In each section of the second vertical column is shown the classification of the schools according to enrollment. The third column shows the percentage of time offered in each subject in each graph of schools based on the total high school time possible. This percentage is represented by the* horizontal bars. The hollow bars represent the city high schools and the solid bars represent the township high schools. high schools offer much more work than the city high schools except in Class D. In Domestic Science the township high schools offer more work 113 than the city high schools except in Class E. In the first three classes, namely A, B and C, the excess amount of Domestic Science offered by the township high schools is very marked. In the matter of Agriculture the excess amount of work in the township high schools as com- pared with that offered in the city high schools is very marked in every case except Class D. In graph 17., the graph is constructed by providing first a column for the subject, academic, commercial, etc. The adjacent column shows the percentage of the time devoted to the subject in question, based upon the total high school time possible. This graph shows in a very marked form the fact that in all vocational work the township high schools offer much larger time allotments than the city high schools. Fig. 17. Courses offered Totals. The subjects are designated in the horizontal spaces to the left. The second column shows the percentag-e the amount of work offered in each subject bears to the total time possible in each kind of schools. The horizontal bars represent this percentage. The hollow bars represent the city high schools and the solid bars represent the township high schools. The same information is again displayed in still different form in graph 18. In this graph all of the vocational work is shown. The voca- tional work is the sum of all the lines of work shown in the table except the academic. The first column is devoted to the size of school; the second column is for percentages, that is, the percentage of time allot- ment given to vocational work, the sum of the time devoted to commer- cial, domestic science and agriculture in the aggregate. For example, in Class A city high schools offer 20.9 per cent of the total time possible for high school work; township high school offer 58.2 per cent of the total time possible for high school work. This situation is represented by the 8 I H S 1J4 VOCATIONAL WOK* Fig. 18. Total vocational work. The first ver- deal column shows the classification of high schools based on enrollment. The second vertical column shows the percentage of total vocational work based on the total time possible. These percentages are represented by horizontal bars. The hollow bars rep- resent the city high schools and the solid bars the township high schools. 115 bars at the right. The hollow bar represents the situation in the city high schools, and the solid bar the situation in the township high schools. From a consideration of the foregoing facts certain general conclu- sions may be drawn. The larger the high school the smaller the number of prescribed units laid down. The larger the high school the larger the number of electives offered. The larger high schools provide wider oppor- tunities for vocational work. The township high schools offer wider opportunities for vocational work than the city high schools. This is true whether we consider the various sizes of high schools separately or whether we consider the whole number of high schools in the study as a whole. It is in considerations such as these that we must make a corol- lary with the work of preceding chapters. In Chapters 2, 3 and 4 we found that costs in every category in the township high schools were higher than in the city high schools. Corresponding with that situation in this chapter we find that the opportunities provided are more ex- tensive, there are a large number of electives and these electives cover a wider field. The opportunity for vocational training is much more ex- tensive in the. township high schools than in the city high schools. 116 CHAPTER VI. THE PRINCIPAL. In our discussion heretofore we have had to do primarily with the material factors in the high school organization. We must now turn our attention to the personnel of the high schools of the State, that is, to the executive officers and to the teachers and the students. The topic for this chapter is the discussion of the experience, training, duties and salary of the principal. In the reports to the Department of Public Instruction upon which these studies were based there is no adequate account of the training of the principals. Rather accurate information is given regard- ing the training of teachers but the blanks are not specific enough to base confident conclusions on that part that has to do with the training of principals and superintendents. The only information available is that which has to do with the degrees of the principals. This information is tabulated in Table XXXVII. This table reports in one horizontal column the number of schools, in another the number who do not report, in another the number of those who do report, and in another the number who report but fail to report information on this item. By referring to the table it will be seen that 450 schools are in- volved in this study. Of these, 114 do not report upon this section. There are 335 schools which report on this section. Of this latter num- ber, 150 do not report on the item of the degrees. In the remainder of the table in the various columns are shown the number and percentage of principals receiving the various degrees indicated. Only those de- grees more usually granted are tabulated. The degree A. M. is reported as A. M. whether it is written "A. M." or "M. A. ; likewise M. S. It will be noticed that there is a column for Total Degrees. This is the sum of all the degrees in the preceding columns. Under the head of Extra Degrees are listed those degrees which are in addition to other degrees held by the same individual. The last column is marked Blank Degrees. This includes all of those cases which report the information on this item but leave the space for degrees blank. Noting the situation in the city high schools in Class A, if the extra degrees are subtracted from the total degrees as, for example, 3 sub- tracted from 57 and the blank degrees added, we have a sum equal to the number of schools reporting, and the information is accurately checked. Some minor discrepancies wilt be found in the table due to errors in tallying. These discrepancies, however, are of negligible importance. The percentages noted in the table are calculated on the basis of the total number of degrees. 117 S Q. Jy I rH CM CO t- < 3S ss 5. coc !M 1-1 t^ 1-1 O 1 t s a 33 O N CO * ^ 00 < HO :: OON o SS ft H ^ OCO ^o .3 a lift o a w 1, \m**Sa& -^flSs 139 It will be noticed on an examination of this table that 56.7 per cent of all the degrees granted to high school principals are A. B. degrees, 20.2 per cent are B. S. degrees, 11.1 per cent are A. 11. degrees. An im- portant fact to be noticed is the relatively small number of post grad- uate degrees. Another fact that may be noted is that in the case of Class A there is a smaller number of A. B. degrees in the case of township high schools than in the case of city high schools. The total., however, shows a larger percentage of township high schools having degrees than city high schools. A similar distribution of the degrees was worked out for the super- intendents of schools since this information was provided on the same blank. This is of no particular value to us in our present study except for comparative purposes. It will be noted in Table XXXVIII, in which this information is presented, that very few reports are made for township high schools. This is because of the fact that in only a few cases does the super- intendent of the elementary schools supervise also the high schools. In a few of these cases reports were made concerning the largest elementary schools in the township high school districts even though the superin- tendent in such case had no connection with the township high school. The table is made up in exactly the same way as the preceding one. It will be noticed that 54.1 per cent of the degrees granted are A. B. degrees; 15 per cent are B. S. degrees. It will be noted that there are a larger number of post graduate degrees for superintendents than prin- cipals, in fact, 15 per cent of the degrees are A. M. The experience of the high school principals of the State is compiled from Item 43 of the Approval Blank, and is shown in Table XXXIX. In this table the number of schools making the report are shown in the horizontal column at the top immediately below the classification of school. The next horizontal column marked "Blank" gives the number and percentages of cases in each group in which this part of the report is left blank. The purpose of this latter item is to show' the relative colume of accurate information which is available. It will be noticed in the total that there are 118 schools of the 450 who do not report this information. It will be thus seen that the information comes from a relatively large proportion of the schools of the State, that is, 342. The table itself provides a column for each of the years of experience up to 20 and then one column for over 20. In each of these columns the number of principals in each group having a specific number of years of experience is set down. The table may be read down or across. Read- ing down, there are 8 principals of high schools in Class A who have had one year of school experience, 10 who have had two years' experience, 9 who have had three years' experience, and so forth. The table may be read similarly throughout. At the bottom of the table is shown the median experience in each group, the first quartile, the third quartile, and the quartile deviation. The first third of the table is devoted to a discussion of the total school experience of these high school offi- cials, the second third to their total high school experience, and the third third is devoted to the experience the executive officers have had in their present positions. 120 (NrH CO C^-H 3 *i i ! " d CO "^ d $22 - (M i-l co Nf-t OS CO CO 0? 02 W 1 1 c coco ' : : : (M rH CO N^ : : : 02 W If rid g rid : : : o CO-HOJ C 8* \ \ : E E H d s to oo t> tO ^H rt CO^I ^^HI> G "Sh -S H Q ^ S'S Pn S i S3 r< OC t^> t^> i-H < i EH, 3 d S 2 S 2 ^ t^ es IM >c I-H -^ co 3 &i i 3 5 3! 6 000 Cv CO M CO CS CO *C C-J .. 02 ^ SO w *g ::::::: i 1 d CO co 02 Pd II- sj s' 3 |S Hi d s CO Cs CD N CO I O CO >C O< 1C i i i 3 g S : : : : : : E-i JS ccos >-ICOIM ** ** CO ^ |Q O (<- Op Ok O $ >3 CO 3 Q >-j gZ* ipp 123 -.Ng^ojg . g "*" CO !< CO (M M 0* i-l i-l o "5 c^ cc co co e* N ? e0 (N t^ O rH f-HT-li IT fi-Hr (i-H CO 00 CO t^ CO ^1 ICIN i-H 00 CO O OS CD CO IQ C^ i-H .-H tN> r-t*C>OOO^C4T I iH (M rH rH -C4 > TH C 124 1 B| AH EH fc * fl ^i EH > B S5 Nf-t-* *3 S-i -*- /? ^ f^g EH 6 fe IN rH 00 J CO W ^ s ! PI 1 0* ^ cqrt co 02 W t-l - ^ d fig s J? 00 05 125 oo 8 ^0-HCS OO CJ O5 O2 O t- (M OHO t^ CO C CO OCOOrH050lM005c005fOOOO(MCOr-(OOiOO>I^CCt^CO(N ' C ^ CO ' -T ^ CO O CO O O U5 l> t* O5 CO COOO * b- CO COO !>. r-H LO O -*> >C IO CO LO CO OJ 00 !> 1 (rHi t CO-*f * I tOCOfHCOC^C^T oo -1-1 r-l r-t . 'CO i-l ' ^H O CC CO CO . . . . . . . . . . . ^r-H rt :3 ^jjg^tj ooco 9 I H S 130 lt>- CO!N i-I^HC^CSI .r-l . .rH * C< O O5 "3 "5 CO "5 ^' > t^ oo o> o Q ^ ^H o < 131 . i-l r-l 00 * CO ?* 00 3w E 501-O fig . to 10 05 05 ffl 00 J-H 50 CJ ^JJO 05^ eoc O Q 00 00t>- O O5 * iO IN t^ O O> O OOiO O OOr^t^ CO "cab 2 j I! LifM jNiHi g III IJIIlillillllll 42 H HI o i E 2 fe ll >> 5 ^ c. } 2 * -H ^ P-I g :::::::::::: g : :::::::: ::::::: J fr . ! ! rH ! t^. 00 ' r . T j !^!.'^H! !-Mi-iioco^HiM ' co IM 10 c> g T5 5rH S ?5^ s CO : SS s 1 3 S3 eo ^co a ^ 3555 j 1 10 1 | *< B- O5 O * rH ^^ "* M ^ ^2 ss fc eo * 00 rH^ 10 coco CO rH rHrH g - rHrH a rH ^ . rHrH a : IN C^l rH (M CO OOrH 05 0510 TH : ; ; ; ; -8J jequin^ o *o 8 32 O CO rH OO rH rH S S2 8 S " CD CM 00 rH 00 8 3 3d8J OU ajAiS 'o^[ |0 IOlH CO . IOT-I CO OIM IM i-H ! r-t : 3^ S ; ; CO CO-* 1 s a : o l"~ 3^ (N 1 rHrH N CO O5 O5 ' OS T-M t |Q g : S M CO : s : ?5 * ^ >O OOrH 05 . oo to * S co r-< O CO ^|C^ 2 ""* - : ^^ S IM 3 ; coc. S - - : ^ CO ; - (MO* * oco co >-o IO 1-H "* ooio 3 ; M : 01 >o iO QO C ^H 3 : S 2mviod -aj joqranx coo g g S S IM OS OS rH 3 i" s ^jodaj OU 3lITAT 'ON *n t^ coco C^ C! ^2 K f a ? Q? wo - s I s 138 O5 O OU SUTAlS ' rH ^rH siooqos . &&? i?t &e ii OH OH OH OH HH 139 lj I* 1 ~ 88 23 X 33 $ s s gs 1 $ 2 2 s S ^c^ 2 o s 33 PHg "* "" 006 CO COg jo cJ5 co- 9 1 " " rH i 1-H 1C CO S ,11 O CD 1 11 3 rs" fc * a g 0005 t| ^co COU3 1-1 T* H Sco g ^ g> r RS S3 S 3 g4 050 t^ coco S CO O5 35 1 rH fr 55 32 2- s - ^ 1-1 1-t 2 S If XI 22 5; s oo t>.'oo 00 rH 00 0500 CO CO 2 2 3 2*S* CO 00 o 6 S3 00 SO4 "tf rH CO ^.^ M rH O* CO M - 3 8 . g it ** i^ 11 00 CO 00 Oi || a 3 55 S 05 CO CO iO O !M t- If) i-H M 8 ooo'st-ooo'it ss O5 * OS S3 CO CO | 33 00 ooo'is-oos$ ss CO 00 CO 3 *| iO | " S8 I - : -* : : rf OOSMf ': \ SjOOlfOS 3 | S2 i 22^ S a- S 2 M co coco i 1 ^ OO 1 . . : : : : : : : 02 8 ~ 05 M o M [s^ft SH g *$ OH o td GH OH Total Total City H. S Total Twp. H. Grand total I 142 Ill i-O OO S" - CO ^t* 5 8 iO O 1 Tj< O cTeo" i oco O CO T-l rH !-! !! i 4 I* co lO t^ 1 1 g 11 S 000 CO O CO ^S3 co 00 %% I CO c , ooo sf-oos'zf 0 OOS'SMOO'Zf 1 i-H M M CO co >p< OH ^ >>& GH Total . Total City Total Twp 1 O ! I fi l i 143 here there are not many supervisors who work in the high schools. There are no figures showing the number of supervisors working in township high schools as compared to city high schools. The comparative situa- tion in this matter is presumably about the same. For example, music supervisors in many cases give part of their time to the township high school and part to the underlying elementary schools. A similar situa- tion exists in the city high schools. In Item 42-C of Form 2 still more information is provided on this general topic with a still different selection of principals, namely, those who do no teaching. On the basis of the information provided in this item Table XLVI and Figure 21 are constructed. Fig. 19. Salaries of principals. The high schools are classified at the bottom according to number enrolled. The up- right bars represent the range of salaries from the first to the third quartile ; the hollow bars represent the city high schools and the solid bars the township high schools. M represents the median salary in each case. An equalized scale of salaries is shown at the left and a scale of the medians at the right. 4000 3500 3000 2500 4000 2500 Voo 500 . 100 200 500 cws* It will be noticed that in this case the median salar}^ of the prin- cipal of the township high school is less than that of the principal of the city high school, and this tendency is accurately displayed in the graph. The meaning of this is that the township high school principal ceases teaching at a lower level of salary than the principal of the city high school, that is, he is relieved earlier from the burden of teaching than the city high school principal. It is a situation entirely in accord with the general results of our investigation so far, namely, that the township high school provides financially more liberally than does the city high school and the township high school principal, as stated above, is relieved from the burden of teaching sooner than the city high school principal. 144 M 4200 A- OOP 350Q 3000 2500 20OO I5oo ti 2500 19. So J550 -1453- I2oo .1000 450 I \Oi 2oi 30) 50| TO TO TO TO AND 100 200 300 500 ovEH Fig-. 20. Salaries of principals and supervisors who teach less than half time. The high schools are classified at the bottom according to the number enrolled. The upright bars represent the range of salaries from the first quartile to the third quartile. The hollow bars represent the city high schools, and the solid bars the township high schools. M represents the median salary in each case. An equalized scale of salaries is shown at the left, and a scale of the medians at the right. 4000 3500 30OO M 3750 3183 2SOO 1500 1000 _2400 2200 _ 1.9 oo_ 1600 M |OOO 500 I \ 1OI 20! 301 TO TO TO TO )00 200 300 500 5~0( Fig. 21. Salaries of principals who do no teaching. The high schools are classified according- to the number en- rolled. The upright bars represent the range of salaries from the first quartile to the third quartile ; the hollow bars re- present the city high schools, and the solid bars the township high schools. M represents the median salary in each case. An equalized scale of salaries is shown at the left, and a scale of the medians at the right. 145 Ill S 11 i^ Si iC CO &%. '!!- OO 00 1 CNCO ^oj JjS tt o 10 o o o ^o i Si B !!- 1- cvTco* & i ! B !!- 1 iO t^ co^co" 13 13 si o! 1 SS g S i II 8 I 1 s^ (N t^ IN 1 -- 1C i-H O D C^ C^ 00 Co"-H l B6I 12,300 Over $3,000 $1,342 Illinois outside of Chicago 1,500 1 350' 2 200 2 300 2 250 Over 3 000 1,659 Township high school 1,450 1,450 2,250 2,600 Over 3,000 2,000 Since the salaries of superintendents were also reported in Form 43 of the Approval Blank, for comparative purposes it was decided to com- pile this information also. This information is given in Table XLVII I and is shown graphically in Figure 22. At the left of this table in the vertical column marked "Xo. of schools" is shown the number of schools reporting on this item, 232 schools in all. There are a few straggling cases here in which the super- intendent is reported as supervising the work of the high school. As an example of the type of information shown here, the situation in Class D may be noted. The median salary of superintendents of schools of th? size listed in this group is &2.2i~0 : the middle 50 per cent are paid $2,100 to $2,300. In Figure '2 '2 is shown graphically a comparison of the* sal- aries of city superintendents and high school principals. This graph is based upon Tables XLIV and XLVTII. An equalized scale is shown at the left of the graph and a scale of medians at the right. It is very readily seen that the township high school principals secure about the same or a smaller salary than the city high school superintendents in tTie case of the smaller schools. In the case of schools having an enrollment of over 200 pupils the township high school principal receives a markedly larger salary than superin- tendents of schools having under their supervision high schools of a 147 III S* SI S : S ^ 55 ij II 5~* II cs~ 5 SI ?T 5 a[ co" _o ~ 'J~ g l t^o ss s%~ 5 s ^7^5 5 i ?^ ?r | is 5*^ 1 5 1 c^ ?r < 88 *z r2 S*'" 1 ^JO is 8 ^ t ?4 i ?r s 4 c * s^ r-t ooc'zj-TOo'st ^ * W n r^ t^ - ^ S i S ooo'st-ioc'it CO ^H ' s^ S oo ?< n g" 1 ooe'it-ioo'i* 5^ ? 55* % I 39 | 1 ; OOO'TJ-IOSt 8 W s ^ -, ^ - : S" S oost-i$ j 22 s*~ S 2 N ^ "* _^ _^ r-< i3 r^ s jojaqranx * eJ"^ e3 m* S gfr 4 ^ ? II TJ ^^ I K S ^ || CE^ - -" ^ - ^ ^ S^ >- *fi Total Total City H. 8... Total Twp. H. S.. o s - C 201-300 ~?. i > HC i 148 similar size. In other words, city superintendents supervising an ele- mentary school system and also the high school system receive a smaller salary for doing this than the township high school principals who have high schools alone of equal size to administer. Certain conclusions may be drawn from the information developed in this chapter. By far the largest proportion of principals and super- intendents have collegiate degrees. In the matter of total experience of high school principals, this experience increases with the size of the school. This is also true as regards the high school principal's high school experience and also his experience in the school which he is at 35oo 3000 2000 4000 AT? .. _25oq 2200 2poo )900 1500 1000 1350 noo -_ -T^T 1080 101 201 301 501 TO T0 To To AND 100 goo 3oo Sbo oven Fig, 22. Salaries of city superin- tendents and township high school prin- cipals compared. The high schools are classified at the bottom according to the number enrolled. The upright bars re- present the range of salaries from the first quartile to the third quartile. The hollow bars represent salaries of the city superintendents and the solid bars the salaries of the township high school prin- cipals. M represents the median salary in each case. An equalized scale of salaries is shown at the left, and a scale of the medians at the right. present administering. The principal of the township high school has a longer teaching experience, a longer high school experience and a longer experience in the school in which he is now at work than the city high school principal. The city superintendent has a longer experience in all three of these categories than the township high school principal. It is clearly evident from the information shown in this chapter that the position of the principalship is entirely too transient. It is also shown that the city superintendency is likewise a transient position. As to the work which the principals do, the number of classes taught daily decreases with the increase in the size of the school, and the number of subjects 149 taught daily decreases with the size of the school. This same statement is true with reference to the city superintendent. As to the proportion of time spent by the principal in supervision, this increases as the size of the school increases. The township high school principal devotes a larger proportion of his time to supervision than the city high school principaJ. The salaries of township high school principals are markedly greater than the salaries of city high school principals for schools of the same size. The salaries of high school principals in the township high schools are larger than the salaries of city superintendents who have a system of schools containing a high school of the same size. The salaries of town- ship high school principals are greater than the salaries of principals in the North Central Association as a whole and also greater than those of high school principals in the same size high schools outside of Chicago. 150 CHAPTER VII. TEACHEES. By far the most important factor in the efficiency of any educational institution is its body of instructors. Entirely too little attention has been given to this feature of school administration. School boards and school executives are often disposed to expend heavily upon the more tangible features of the school organization as, for example, buildings, grounds and equipment. This is probably due to the fact that such material evidences of an organization are more easily understood. It is often possible to spend thousands of dollars for comparatively needless expenditure in the way of buildings and equipment. Heavy repairs may be undertaken without great agitation in the community whereas a com- paratively small increase in the salary of the teaching force often results in criticism and opposition. In this chapter we address ourselves to the examination of the situa- tion with reference to the teaching force, with particular reference to training, experience, daily work and salary. Information regarding the training of teachers was collected under Item 12 of Form 2, and has been tabulated in Table XLIX. The information shown in Table XLIX is displayed graphically in Figure 23. In this table there is a series of vertical columns desig- nated as A, B, and C, etc., up to G, each corresponding with the subdivision of the information as shown in Item 12. The higher the letter the higher the point reached in the academic training of the teacher. For example, if a teacher is a graduate of a State normal school he is not reported as a high school graduate; if he is a college graduate, he is not reported as a State normal graduate, and so on throughout the table. In the latter half of the table is shown the sta- tistics with reference to those teachers who did not graduate from any institution. This is handled in exactly the same way as the previous part of the table. For example, if a teacher attended the State normal he is not reported as having attended high school. Similarly, if he is reported as having attended college, he is not reported as having attended the State normal school although he has attended such an institution. In other words, teachers are reported each but once in the information provided under this item. The number and percentage of teachers hav- ing the various grades of training indicated at the head of the column are shown beneath. For example, in city high schools of Class A there are 316 teachers out of a total of 721, amounting to 43.8 per cent of the num- ber, who are graduates of college only. In this same group there are 150 teachers out of 721, or 20.8 per cent of that number, who are grad- uates of State normal only. 151 I 2 rH 11 CON IBB s S|9 N" . . CO CO CO r- 00 rH -* O3 COCO CO 1C CO * I PH cp i "c3 M i d CM rH co N N COrH ^J* CO rH * oco CO 3 TJ "o . N (N Tfl rH t- Tf. 00 rH rH CO N COOO 03 1 || CON id 1NCO NN N rH rH* COrH N "3 1 to d 3- *"-" - N N TfiO Oi 00 - ss 8 a |S 00 CO CO <* Oi N CO cc O3 00 C3 t^ 00 rH id o S3 N N i PH g d 3" | 225 2 rH OOO N N rH 8 i 05 O5 O Oi i CPJ2 . gf 00 CO rH COrH CO* CO"5 O5 1>-CO S ^ "5 CO ll d s * 3 3 rH t^N O3 N Tt S 3- CO O CO 1 1 S3 OO CO !? O3 lO 03 NrH S S3 CO 00 id ooco t>: coo5 co OQ PH g tes of * a i d fc S8 S ss CO 1C iO t>. rH rH i ^S X 9" S g, 1 Gradua t 2! OON id ooo5 * 1010 rH N OO rH N t~ cooo rH 0000 s eo IP i d 1^ IIS CO >o oo oo lli S 23 Tfl r-^CO it lli Q} CO N OJ N CO 06 oco CO Tf CO rH COO 325 S S3 CO QOd 00 06 02 d 8 g ss N -^ 1C rH NrH a- IO O3 t^- Tt< 000 1 II 1 o3 N CO O3 CO (N S 32 S 33 s coco O3 O3 I s - rH 1003 1 : : -OQ : . CQ OH 3 ^M ' >* ^ 3S "3 ^ GH rJ OQ^' g ll- OH ^ ^^ OH Total Total City H. Total Twp. H | tn O "1 o.T 1 E 501-Over 152 An inspection of this table shows that there is a straggling and rela- tively insignificant number of teachers who attended but did not graduate from high school. The largest number ot ! teachers who have had some academic training and who attended institutions of the various classes but did not graduate are in the small schools. By studying the State as a whole, it is found that there is not a very large percentage of the teachers of the State who have this relatively incomplete academic training. Only 3.5 per cent of the teachers of the State are graduates of high school only. It is clear that the smaller schools depend in a larger measure upon the normal schools than the larger ones since they have a greater percentage & Per Cent s J & 101 53..\ 68^9 72^ 1 . J 5 j J w "7^3 1 Fig. 23. In the second vertical column the high schools are classified according to enrollment. In the second vertical is shown the percentage of college graduates in each group of schools based on the total number of teachers in the group. The horizontal bars represent percentages. The hollow bars represent the percentages in the city high schools, and the solid bars the percentages in the township high schools. of State normal schools on their faculties than the larger schools. The largest group in all the schools of all the graduates is represented by college graduates, and the percentage of college graduates increases with the size of the school. A fairly good proportion of the teachers of the State are graduates of college and normal school both. The group which has the largest proportion of teachers who are graduates of college and State normal school both in Class B. It will be noted by a further examination of the figures that the ex- tent of academic training increases with the size of the school. A fur- ther fact which comes out of these figures is that in every group the township high school teachers have had more academic training than the city high school teachers. It is possible by adding columns A and B to find out the total number of high school teachers in the State who are college graduates. Making this calculation for the totals we find that 68.1 per cent of all of the high school teachers in the State are college graduates. Of the teachers in the city high schools 64.3 per cent are college graduates, and 76.3 per cent of the teachers in the township high 153 schools are college graduates. By referring to Figure 23 these facts be- come more vivid. In setting up this graph columns and percentage columns A and B were added. The first column of figures in this graph is the size of the school, the second column is the percentage of totals in the respective groups who are college graduates. For example, in the city schools of Class A 52.1 per cent of the teachers are college grad- uates. In the township high schools of Class A 63.4 per cent are college graduates. The percentages, of teachers who are college graduates in the city high schools are represented by hollow bars ; in the township high schools they are represented by solid bars. The graph merely serves to emphasize the fact brought out by the tables, that is, that the township high schools have a larger proportion of college graduates than the city high schools. Some information bearing upon the subject of the training of the teachers in the high schools of the State was reported under Item 43 of the Approval Blank which provides spaces for reporting the degrees possessed by the teachers. This information is collated in Table L. In this table there is a vertical column showing the number of schools reporting on this section of the Approval Blank. A horizontal column shows the number of schools reported in this item, which is 399, a very large proportion of the schools in the State and sufficient to give reliable information. Another column reports the number of teachers involved in this study, which is 1,710. The middle portion of the table is devoted to a series of vertical columns for each of the more common degrees, A. B., A. M., etc. In the case of A. M. all of the teachers are reported in the same column whether the degree is written as A. M. or M. A., similarly all of the M. S. and Ph. M. At the right of the table is a column each for total degrees, extra degrees, and blank degrees. By extra degrees is meant the degrees which are in addition to the bachelor's degrees. The column for blank degrees reports the number of cases where the space for this information was left blank. In reading the columns in this table horizontally we note that 135 teachers in city high schools of Class A have A. B. degrees; 28 have B. S. degrees, etc. In similar manner the whole table may be read. The percentages are cal- culated on the basis of the total degrees. For example, 135 or 74.2 per cent of the total degrees (182) possessed by teachers in city high schools of Class A are A. B. degrees. We get an accurate idea of the situation in any group of schools by subtracting the extra degrees from the total degrees reported, and adding the blanks. For example, in the case of township high schools of Class A there are reported 56 degrees, subtracting 2 degrees and adding 48 blanks we have 102, the number of teachers reported for this group. In one or two instances there are slight inaccuracies in this matter because of errors in tallying, but an examination of the table will show that these errors are so small as to be negligible. The information shown in this table corresponds rather accurately with that provided in the previous table. A number of the schools have not reported this information yet it is found that in the information 154 9110 UBqj 9JOUI SuiABq 1^0 Jj S99j39p :}sji) jo joquin^j 00 CS O1 I * CO O I CO I " l rt S99u39p Suissgssod {e^o j, S89J39P 2HIBIJJ CD ^H Oi 1O CO * " ^090 J9J 1-4 -H CO 1-1 CS rt * I t^ 1000 I oo 8 33 IS iO iO O5 1 33 1 12 1 I s gg ^ 9j S[0oqos aaqran^ S99i9p ptre ggssBjo s^ogfqns 3mjjod -9J siooqos jg'qran^i OH OH . , Jj P Sf f OH OH 11 HH 155 given 56.4 per cent of the teachers concerned have degrees of one sort or another. This is found by calculating the percentage of those possessing degrees on the basis of the number of teachers. Similarly it is to be noted that the township high school teachers have degrees in larger proportion than the city high school teachers, the exact percentages respectively being 63 and 53.4. In the case of city high schools a larger proportion of A. B. degrees are reported and in the case of township high schools a larger proportion of B. S. degrees are reported. The township high schools report a larger proportion of post graduate degrees. This matter of the training of high school teachers is the most vital problem in high school administration. In the report here dis- cussed concerning the academic training of teachers there is no informa- tion that bears directly upon their professional training. These tables have to do entirely with their academic training, but it is very clear that the better schools insist upon a more extensive academic training, that is, the larger schools do this and the township high schools do it. There will never be a satisfactory situation in the schools of the country until a thorough academic training is insisted upon in all of the schools. This thorough academic training must be followed up with a supplementary requirement of high degree in the matter of professional training. I know the objection at once will be raised that it is impossible for teachers to spend the large amount of time involved in a thorough academic course with a minimum requirement of the bachelor's degree, followed up with an expensive post graduate course dealing with the science of education, when the financial rewards are so meager. A section of this same chap- ter will show that the financial rewards are meager with certain excep- tions. However, it seems that the best way to secure adequate profes- sional standards and the commensurate financial remuneration is to begin by setting up standards of professional training without regard to the immediate financial reward. If the educators of the country, even at the expense of great personal sacrifice, will raise the educational and professional standards of the teachers, the time will inevitably come when teaching and school administration will be accorded its proper recognition as a profession, and the financial rewards are bound to follow such a policy. As I have said above, this is the most important problem to-day in the field of school administration, and it is one that needs clear thinking, and firm determination in the execution of any policy that may be formulated. Closely related to academic training in the preparation of a teacher is experience. Any amount of academic training is of no value unless it is supplemented by successful experience. The teacher must be tested in the class room before accepted as a part of the educational machinery of the State. A certain amount of experience may be set off as a part of the training, how much it is at present difficult to estimate. There is a feeling on the part of some educators that it is possible after a certain stage for a teacher to have so much experience as to be no longer very desirable. A statement is often made that a teacher has had long experi- 156 ence and, hence, is in a rut. There are certain movements going on educational lines at the present time which obviate this tendency. This movement is to give teachers adequate training during service. If this is accomplished in the most desirable way, the teacher will always be growing and increased experience will constantly be an added asset. The information collected in Item 43 of the Approval Blank fur- nished illuminating material on this topic. The question calls for the total number of years of teaching experience in the case of each teacher, the total high school experience and the total experience which the teacher has had in the high school where he is now employed. This information is tabulated in Table LI. This information pertains to 1,830 teachers. The number of teach- ers in each group is shown in the columns provided for that purpose. The number of teachers who have had one year's experience are shown in the proper vertical column marked "1," the number who have had two years in the vertical column marked "2" and so forth, on down to a point where a column is provided for those who had had over 20 years. If we start to read this column we notice that of the 424 teachers working in the city high schools of Class A, 106 of them have had one years' experience,, 90 have had two years' experience, and so on until we reach near the end of the horizontal column where we note that 6 have taught over 20 years. At the right of each section of the table the median, the first quar- tile and the third quartile are calculated. This provides information of a very striking character. For example, the median experience for all of the teachers of the State is 4 years; 50 per cent of them teach from 2 to 8 years. It is thus very clear that teaching is a temporary occu- pation which is engaged in for a few years and then laid aside for other work. If we examine the table carefully we shall see that the larger the school is the longer the teachers teach. For example, in Class E the median length of experience is 9 years, with 50 per cent of the teachers teaching from 7 to 15 years. In the smallest schools in Class A, for example, the median experience for the city high schools is 3 years, with 50 per cent of the teachers teaching from 2 to 5 years. This is a very unfortunate situation for all of the schools and particularly for the small ones. It means that the schools are in a constant state of upheaval and readjustment because of the constant influx of new personalities in the teaching force. Teachers are no sooner acclimated than they are dis- missed or leave voluntarily. No commercial organization could exist efficiently under such a system. I think it is probably true that more of the defects of school systems are to be traced to this source than to any other. The middle section of the table is devoted to a compilation of the information provided regarding the high school experience of teachers. In the portion devoted to the total experience all of the experience of the teachers is included, whether this experience was secured in high schools or in other schools. In this middle section the tabulation applies 157 oo o i oo Tfl t^ CO IN CO CO ICrH oo co I-H ooco (N CO 00 CO iO 00 O 3:3 52 t> i-H i-H Oi OO i-l CO COr-( JO CO co 3 ICO "0 (N IN * rHrH IN CO CO * CO . os t^ co sa CO "3 II HH 158 O rH -* H ( '00 (M 05 i-H sss I-H c JHOO irt< 12 I C5r3 CO >< CO in O >O t^ rf OO (N a tl 1 g O&H g 6-4 23 OE-i OE-i 159 i}.ren) ] -. coco | ooo aim* nbW* **m -*rH CXCN : ^^ CO CO co co (N(N CM o^o 1-1 ! ^ : rH CO "" ^^ CO 00 05(N C^J iHrH CO ^ : '. ** ; ; ; ; : : O5 : ^ * (M CO CO 00 : ^ IM rH rH TK ; * Th CO ^ : ^ : rH rH O5 05 COCO s X> i-H rH 0,M * :" ^ 2 ^ 2 rtJrH c^ t. o CO-, rHrH C^ 00 O CO COO rH CO O IM CO rH o OP CO rH ^ 0^ oi j i : t,t- * 00 (M 3 83 5 o rH^ 2 t^ r-j CO^ t^ rHOO S 8*. O 00 rH co o ex g .'* 3" 1 o ooo s coo s ^s S % n co t^co 1 S" 5 g 83 3 SS 8 S?5 $ 3 00 'CM O5 1 cs 8 g s S 2S $ sss S S 10 00 O5 O5 oo CO CO rH ss a ^s | ^^5 28 33 1 2 85 IS 8 j jaqoBai as 1S CO ^^ oo *o o IJP ! 02 . i "c i Ig a 5 g w ^ s OH 3 ^ 1 w" OH a si* g OEn "O c C3 o i ^H t- * T}< CO 1-H ' os t^ i-5 1^ ic * co co -H r4 ^4 i-5 ' ^-i ' -! C^ i-H T ( Sg3S33^ S co c; o 06 * o oo >o rr co oo d c4 c4 1-5 i-5 <-? ' ^H I C^l (M 1-H IM 1-H r-t wo C3i 00 rt< t t^ CO CO O CO i-l i-H OOSNC^i-H ^oJodooco^cccocc- ^* CO'^t co o c3 (>i 06 ci * c* rH co rt M ^ 5w- I I i i i 8 : : : I i . % a r > o 2 : ; ; 163 provides information irom 455 school systems and from 8,146 teachers. This includes both the elementary and the high school teachers. Of the 8,146 teachers 2,120 are teaching for their first year, that is 26 per cent of the teachers of the State are teaching their first year. There is a larger percentage than in the preceding table of teachers who have had 20 or more years of experience, that is, 7.57 per cent. This table con- tributes no new information to our study but is included as a verification of the previous part of the study. It will be noticed in this table also that the larger the high school the longer the experience of the teachers. It will be noted in this table that the experience of the township high school teachers is shorter than that reported for the city teachers, but the teachers reported under the city high schools include all the teachers in the system, both elementary and secondary. The previous table showed that the length of service of township high school teachers and city high school teachers was the same, hence, we can readily infer from this table that elementary school teachers remain in their positions longer than high school teachers. Under Item 43 of the Approval Blank information was reported on the amount of work performed by teachers. This information is tab- ulated in Table LIU. In this table there is a column for the number of schools which re- port on this section, which is 412. The number of schools reporting this item is 307. The total number of teachers involved in this part of the study is 1,801. The table shows the number of classes taught daily. In the proper columns are tabulated the number of teachers teaching a certain num- ber of classes daily, as for example, the number and percentage of teach- ers who teach 4 classes daily, and so forth. It will be noted that the small high schools tend to teach 6 classes daily whereas the large high schools tend to teach 5 daily. The influence of the North Central Asso- ciation of Colleges and Secondary Schools is noted here, since the asso- ciation requires that the teacher shall teach not more than six classes per day and recommends a limit of five. In examining Class A it will be noted that a relatively large per cent of the teachers teach 5 classes or less. Examining the situation as a whole, we note that 39 per cent of the teachers of the State teach 5 periods per day and 35.6 per cent teach 6 periods per day. Comparing the city high schools and the township high schools, it is noted that the larger proportion of the township high school instructors teach 5 periods per day or less. As to the number of subjects taught daily, the information pro- vided on this blank was grouped. English is tabulated as one subject. History, whether Ancient, Medieval and Modern or American, is grouped as one subject. Civics and Economics are grouped with the History. Science is grouped as a single subject. Therefore, the subjects under which this tabulation is made are as follows: English, Mathematics, Language, History, Science, Vocational Subjects. The information is shown in Table LIV. The number of teachers involved in this study is 1,808. It is clear that the smaller schools require their teachers to teach a larger range 164 Be.8|| Urcs its rS l*c|! jnao aaj 5S|S^ - CO ~ . CM CO i o juao jaj; ^H OS Mr-! 05 r-( 10 00 CO (N O - H H : TH aeqranM ^JN CO * rH TH ^ oco oo t* '5U80 J8J CO * rJod OO 00 (D o t- t^ ^ "* ' W ^ ^g 05 t>^ -HO co coco t^ COOO $ S% CO t^ ?3 ^* CC * t~- CO 1^ rH CN CO CO CO Jg jaqranjsj lO CO cs"* OO CO"5 c oco 00 t^-t^ CO CNIO ^ IO rH OO CN -^ S S O5 co r^ CM U3 :juao jaO Tfl S C^^j g jaqmntt I s g ^S ss s? s?g S 2^ CO t^ CO CM CO CO 1 <*< ;nao jaj CO 00 wo t^ rt< U3 t^ Ol^ CO uj^t 2 "^ CO * 08 SS 10 rHt^ rH 2^ CO CO t^ 05 05CO O5 jaqran^j S2 5 8S Ot TH 3 S * S S 2 co ;nao jaj 050 ci 10 Ttco (N !NtO CO t^(N CO Tl? 05 -*05 rj5 iOCO 10 CO - rf s CN rHTt< 10 CO'O oo CO jaqtnn^ CCr-l Tf< CCCO N iO ^ 05 COt^ CO 05M S % N :juaa aaj 05 M eo ic (N (NW 10 .-H.-H IN THIN 10 0050 r- C5t^ 's 0010 t^ jaqran^ co CO '^ f COCO - }naoj8j 01 t^ 05 tO COrH 10 *! l~- 10 coio 2 M " TH- (Nr-i 1-1 T^CO aaqran^ ^ * ICrH NTH CO 10 rH CO coco 2 siaqoea; jo jaqmnft 11 IS i 558 | gs 1 |8 O "^ IO ^ ^H .-H . -OS . |^- co O5O*cooocooci-oco IMCONIM 9. H 'dAij, 'S 'H -^JIO CO !N M C^CO(M(N''.'COCO(NO5iOCO CO CO ''.'. N ' o oo t^ co o e co J-j lUJll^ . s .TfiCOCOi-l ... .. . . .CO .....*! '. i^HiMTtit^ ....... .0 ..... : : : : : : : : ig : : : : : ^S^S^S^ cs iMr^ioo * ^rt'.Sj ^ _! ! I ! !*^Ja3^._T3-? ' ^' (N CO ^' C CO l>-' 00 Oi' O ^H CO rH CO ^ ^< 4 r_. -. ^ r-r, L_, rTT g g - *$ 168 } S "* 3 "*"* ^ ** ' 'S SO O1<'Atgft^iCaO'*<0v- C^ O5 C^ CO rH 0* IB^OX WO i 8 'S 'H ft 'S 'H B 'S 'H ' CO CO 5C Tf 'S ' 'H't 4 S 'H (N O5 * ^H to O i-Hi^f * i-H Oi^it^- ^ooo S 'H ' j N co o co or^os c^ IN t- IM IN ec co or^os c^ IN i 1C** I i-H Ol rH .^ne^t^ 'TfCOCO iH i-l -l C* I-H ic 10 oo ic t> oo oo Tt* co -^< os I-H to t^ o oo 1-1 o> co T-I I-H T-I oo oo Tt* co -^< os I-H to t^ o H ~* CO 0> CO CO rH CO r-l IN IN 3* I-H T*< 10 I-H O t^ t^- CO CO IN f-> i-H VC.-HC< o_A3 173 It is very clear that with meager salaries of this kind teachers can- not be expected to make the wide preparation which the importance of their work demands. School authorities in deciding upon their salary schedule can best learn the best practices of schools of their size and rank by giving attention to the salary range from the median to the third quartile. It is no credit to an institution to undertake to pay lower salaries than others of its group. It should rather seek to become a part of the progressive section of its group, raising the salary. If it pays a salary between the median and the third quartile, it will be imitating the example of the most progressive portion of that group, and if it can af- ford to, it ought to set the pace by going beyond the third quartile. Fig. 24. Salaries -of teachers. The high schools are classified at the bottom according to the number enrolled. The upright bars represent the' range of sal- aries from the first quartile to the third quartile. The hollow bars represent the city high schools and the solid bars the township high schols. M represents the median salary in each case. An equalized scale of salaries is shown at the left and a scale of medians at the right. M 1422 500 'o, ,& >* OH OH OH ^ OH g i H -3 -a o OH HH 1 HO 177 USA o -TOO I : : 50 OOO'T-106 006-108 "H ^j- T 008TOJL 002.-T09 . iO iO iO ie . 009-1 OS OOS-IOt ; ; t S : ri. "cS J I . ' M^ o SH SH OH SH SH Total- Total City 1 Total Twp. I O -! S 8 i 12 I H S I2.OO II5TO 1100 1050 IOOO 950 900 850 8OO 75O 700 rt- 4>OO ...t'l 550 500 450 400 300 * 37>_ 339 2.5-0 zoo 23S "22.7 150 17.3 ^J* Fig. 25. Enrollment. The high schools are classified according to the number enrolled. The upright bars represent the range of enrollment from the first quar- tile to the third quartile. The hollow bars represent the city high schools and the solid bars the township high schools. M represents the median enrollment in each case. An equalized scale of enrollment is shown at the left and a scale of me- dians at the right. 179 IP in * s3 3 s U3t2 Is 11 ^ S3 if i! II if sf 88 if S8 la a I f, 3S oo oo C^ CO 08 1 li t-co i-H OO lO CO lO - l 1 SI 1 ^8 Si S IB i is 1 \ 3 " , o c*o U3 COCO t^ rHIN S S3 S WAO-IOO'I 000'M06 006-108 : ^^ eo 008-101 OOM09 009-TOS eo eo eo "3 OOS-TOf- i-H CO eo * Tt< oo C4 OOMOS O ^ o 00 IOS ! ! ! oos-ioi : SS g ^t. 1-t I 1 "* ^ ss 8 ooi-i |S 1 S- S :: : ^S siooqos jo jequitiK |, |^j S ?2 S3S 2|8 i ri" i| ^E 4 OH If OH Total Total City H. S Total Twp. H. i 1 I O 4 I 1 1 wo S 180 except in Class A. This deviation indicates that there probably is a little greater irregularity in the case of the township than in the case of the city high schools. In Item 14 of Form 2 the total days' attendance of all the pupils enrolled was reported. This information is tabulated in Table LXII. The schools are classed at the side and the total days' attendance is grouped at the top. Beading the table, we note that in 120 city high schools of Class A the total days' attendance is 5,000 to 10,000; in 61 city high schools of Class A the total days' attendance is 10,000 to 15,000. It will be noted by examining the medians that here without question the number of days of attendance in the case of the township high schools is larger than the number of days of attendance in the city high schools. It should be said in this connection that the total days' attend- ance is probably the best basis on which to make comparisons between different systems of schools, as this attendance is the same in different institutions no matter what the size. The difficulty with total enrollment is that the different schools vary considerably in this respect throughout the year. The uncertain factor in the average daily attendance is that sometimes Teporting officers calculate it in a little different fashion, but if the total days' attendance is reported there is very little chance for inaccuracy. Throughout the present investigation, however, it was not possible to do this because the investigation had reached fair completion before this item was tabulated and made available. However, if later investigation should start with the formulation of this table, it would be comparatively easy to carry it out alon'g the lines suggested. It was noted above that the total days' attendance depended some- what upon the length of the school term. Information on the length of the school term was reported in Item 3 of Form 2, and is tabulated in Table LXIII. In this table the number of schools is reported in the first horizontal column below the classification of schools. Then there is a column for less than 160 days, a column for 160 days, 161 days, and so on until we come to a column which calls for the information in those schools having a term of over 200 days in length. In the lower part of the table the average, the median, the first quartile, the third quartile, and the quartile deviation are shown. By consulting the medians it will be seen that in every case except Class E and Class B the township high schools have longer terms. The difference, however, between the township high schools and the city high schools in this respect is not very great, hardly enough to be of sufficient importance to predicate any conclusions as to the effect of the length of the school term upon the efficiency of the school. The matter of the amount of time spent by the recitations of various classes upon their work is an important one. There is a tendency in educational circles at the present time to lengthen the school year and to lengthen the school day, as well as to lengthen the recitation periods. 181 OJ CO 838 00 00 'ss ss !SS J3AO-TOO'OOI OOO'OOI-TOO'06 ' ' ' ' ' '! [*> |coco |co O00'06-T00'08 000'08-IOO'Oi ( OOO'OZ-TOO'09 '; I '; j '; | '; '; ) '; *"* * | 2 000'09-IOO'OS * >w ooo'oe-ioo'ot' ' ^ "" ' ooo'ot-ioo'oe . OOO'08-TOO'SZ" : >* ' ' ' ' l ^ 000 ! 92-IOO'OS OOO'OS-IOO'ST 2^ | Z co 50 | 1 1 | | H*-i ^ i || 1 < H . n. H . . H -3 "a O OH OH O OH o WO S T T jog CO^CO^^-H^^CO^O^' HO .0 Oi-tt co CO C< (M ^ "" co c^ IM 00^ rH 09-18 CO CO 05 O5 M rH CO (N rH co co CO O5 (N S OS-I* CO co co o IO rH * rH rHCO <* (N S" S C, 2^ a s CO CO CO rHCO "* : j 8S 5 08-12 ^ s s- 2 ,ri T3 PH PH M H ^ iH *! PH "-H^-* ^ .-S'^ ^p ajf rgl* o'o QH OE- 1 OH UH E-*< ?< i 1 s3 ^ * 1 ii | rH CO CO i II as as CO CO . 00 C^ O Ci -co CO i-l " (N iO ** 04-W S 09-12 . LEARNI] d .2 3 8 F^lH sa 94 03 CO CO c 1 co O 1 P S S^ M g 22 5 ^S S 2 1 s QQ f 5 Q W 661-OSl : ^^ Q 66-06 -* H ; : - : - o S 68-08 : ^ : ^ ^ : ^ Ss 6I-OZ, - ^ : : - 1 ^ co ^ . w g 69-09 : j -" ^ : j -> (N CO ^H ^i * CO " ^ ee-oe : : - ^ : : ^^ (N H Cd ls^ -c dec IS^^Ss j |1C' T2 d2 !5 S VERSI' 3| HEH ^oi W t^ ^ 3 o OD ss? 5| B = 8 P EH >GQ w ro <-i o g 3 II 0} K ^H O (M "* CO CO . op jj fe 00 IN-* ^10^-*^-; h pud > . Q OH > E^a O > 5w O I 3 oo ^ EH OQ tf w 8 Iri ^ SS 2 9 .3 SHMA^ 1 doi ^ a e, 8 ^flod > s P s 1 Is' CO Oi CO h- Oi CO CD I-- O H 03 h fe 1 Iri >o oo K EH H <1 8 Iri 2 S 1 g Iri ^Hr-HCM "t.ltNCO-'J' 2 w s K Q 1 ? Iri .- ags s tf g 55 2 Iri 2 , s = S s S ,i g OH fr H S 12 S , 3 3 B .2 . ^ra ?! Iri CO t^coccocoeot^coo ^H (N-*coio O W hJ J s Iri O CO S3 iri -a-*SM O O s Sri IV O^O OOOOO I-H co^ ,0^^^ 03 2 < a 1 dco SB - Sa - S 3? a a ^ cc W doo saa i&* 1 H fc tri o P J 2 o ti ^ S 3 5 LLEGE dco IK ;n-a a2 .j S fe o 2 g doo 32 i ,S O fc HH ^-< iri SSgSSSfegS B P s K 1-1 iri CO CO s EH I :::::: S f : |o : : < J s X j!8 H RREGl 3 I X A g ?; 5 li-a a! 8i - SPS^S dd- TABLE LXXIV I i 8 > ! 1 1 i ifti : S g j w OQ ^9 8 H-f S td Brf al rH ^l S 18 S o t>- CO *H CO C CO Oi O rH IM O 2 S s s a !8 S Sw *? 3 a 02 ftod IS 33 8 s Ot>- iO THUS 10 5O IH * r-i eo c< 5 * O Number of schools Whole number taking courses Number failing in one or more cou Per cent of students failing in one courses Whole number of courses taken Whole number of courses failed Per cent of courses failed 2SB _g CW8 HE-iW < Iw OB OB doj H OB i-i oo cc t^ -H C<> 00 iM I-H 1C !M C OS uj o us r-^ oi co -H os o eo jo jc os ic o o ! | sssli-g W) 0> CB J3 *^3 .5 S S o 3 *ftOQ ft 2 ^1 (M ec oo 1 I-H OO : -; 10 * OC t- 3D - T o (M t- N (N 00 i i-l CO (N CO rH O t- CO -^ -t i-H N CO 00 C< I-H - co cs co oo' ' -t^t-oo OCO rH OJ COOS i-l t^- * r-oo coo ri ao * t^ -i oo t>- r-| (M CO * CO O5 - ^-ICO^COCOOS CO* r4 r^ (^ 05 "5 rH 1M CO r-{ CO Total Ci d CO CO CO r-t CO 1O coco^OT^; 70 i od a || m O5 * Tf 00 1 d rHCOCO !>. ^H i 02 a si sssss^ ^sss^ 1 ' 5 O5 (N C< CO t- CO O CO ^ Tjl d ^SSSS 10 S * : K^ 8SiS8S S5 :^?2SS 02 a i 22SSiS- ^H 00 t> 00 WT-T P- d co co * oo ia r-i s - j o HI-M ^g2S S : 5S 02 a < s -Jad^^od -H : csi ^ o -* -M 00 D t^ -H 1O QT S 2 3 i-H t ?D O5 t^ i-H - a? fl PW g 00 >O i-l O5 U3 (N 00 Tt< OiOO ' O t^- I s * c^ *a I-H 3 S3 Si 3 CD (N 00 i-( i-^ 00 (M IO t^ CO CO t- 10 o ^o co o *o T-I o< oo 10 10 co O ^ ^ OO i-H ^O t^io O O5 O d o co i-< oo * O CO >O ^HINCO O CO >O tC 00 to o5 TJ! oi o 215 *! CO O> ^ ^ 00 C i-H CO ^^ ^ CC tC IO tc t^ i co ic ro 00 CO N O5 O5 O5 Tjl O T-I CO 00 >C (N r-l 00 >O O> ^t^c^ * ro r^ os to 01 ,a Si! ^ Iff! 216 o o o ^ - r-l 00 t~- X 00 5 OO CO "*! 30 f-4 (M -H (D ^-t < oo oo >o oo o co :x~ CO t^ 00 LC ^H i u . cb c$ ro X fep 8 g " : O o> oo r^ rt CO 00 CO O4 00 * 218 easy to find out the practice of the University in its treatment of schools of the various sizes and kinds as to its distribution of grades. There is a horizontal column for the total number of students from each group. And just to the right of the number in each case is the percentage that that group bears to the total number of students in this study, namely, 2,359. In .the lower part of the table are horizontal col- umns for the median, the first quartile, the third quartile and the quar- tile deviation. The information shown in the horizontal column for medians is shown graphically in Figure 28. This graph has a column at the left for size of the group of schools under consideration. The second column is for the median average grade in each group. The median for the city high schools is represented graphically at the right by the hollow bar. The median average grade for the township high schools in each group is represented by the solid bar. Sizeof Pei- SChool Cent Fig. 28. Median average scholarship of high school graduates in the freshman class of the University of Illinois. The high schools are classified in the first vertical column according to the number enrolled. In the second vertical column is shown the median average grade made by high school graduates from each group of schools. With 100 per cent as the base the horizontal bars were con- structed to represent these median average grades. The hollow bars apply to city high schools and the solid bars to the township high schools. In the inspection of the horizontal column of medians it is again advisable to omit Classes E and F for the same reasons as heretofore. Omitting these the median average grade in the township high schools is higher in every case than in the city high schools. In this connection it is well to call attention to the large difference which a variation of one per cent in the median average grade represents. Between 28 and 29 per cent of the freshmen in the University average between 80 and 85 per cent in scholarship. Hence a difference of one per cent in the median average is a large one. The first horizontal column in Table LXXXIV, namely that marked "Below 70," is represented graphically in Figure. 29. This figure is con- structed exactly like the preceding one. The first column is for the size of school, the second for the percentage ; and the percentage for the city high schools is represented by the hollow bar, the percentage for the township high schools by the solid bar. An interpretation of this ^ column and this graph brings out very definitely that in the smaller schools, that is in Class A, B and C, the 219 township high schools have a markedly higher percentage of students below 70 ; and in the larger schools, that is in Class D, E and E, they have a markedly smaller percentage of students below 70, In other words, the larger township high schools have a distinct advantage in scholarship in the University over the smaller township high schools and over the city high schools of all classes. The natural inference from this is that the township high school., if it has the advantage of underlying districts which are highly graded, has the better opportunity for sending high grade students to the University. In the vertical column marked "Total/ 7 which shows the total per- centage for city high schools and for township high schools, we have a table of the practice of the University as it treats township high schools and city high schools as a whole. This column is represented graphic- ally in Figure 30. This graph is constructed exactly the same as the preceding ones. It will be noted that in the case of city high schools of Class A 7.16 per cent of the students get below 70, and in the case of Fig. 29. High school graduates in the freshman class of the University of Illinois whose average in scholarship is "below 70." In the first vertical column the high schools are classified according to enrollment. In the second column is shown the percentage of graduates from each group of schools whose average in scholar- ship is below 70 based on the entire number of grad- uates coming from the group of schools in question. These percentages are rep- resented by the horizontal bars. The hollow bars rep- resent the percentages in the case of city high schools and the solid bars in the case of the township high schools. township high schools of this class 8.67 per cent get below 70. Similarly both the table and the graph are to be read down the column. It is to be noted on the one hand that the township high schools show the largest percentage of pupils below 70. They also show the largest percentage of pupils getting between 85 and 90, also between 90 and 100. The city high schools have the largest percentage between 75 and 80, and slightly more than the township high schools between 80 and 85. In other words, the township high schools have the largest percentage of pupils who have an average below 70, and also a larger percentage of pupils getting above 85. A study of this distribution brings out the fact that the University in its treatment of freshmen' in the matter of grades follows the prob- ability curve rather closely, with the possible exception to be noted that the university instructors use the grades from 95 to 100 very sparingly. Sometimes harsh criticism is levelled at a high school or a university be- cause of the large number of failures. The table of the practice of the 220 University will not bear out this criticism. When only about 7% P er cent of the students have an average grade below 70 no serious criticism is justified, when general standards of current scholarship are taken into consideration. In this connection also it should be noted that 37.36 per cent of the students failed in one or more courses. A comparison of this figure with the practice in most high schools will reveal the fact that the practice of the University corresponds almost identically with the practice in the lower schools. Most high schools fail about 32 to 37 per cent of their students in one or more courses. This is only another fact bearing upon the general proposition that the scholastic situation as shown by the high schools and the universities to which they contribute is a different aspect of the same problem. The universities and high schools meet this Below 70 70- 74.99 Pcr Cnt 12.97 11.62 Z5.Z6\ 80- 9.19 L8-3! 85- 89.99 19.03 23.891 90- 6.14 95T- IOO 0.2J 0.0 Fig-. 30. Distribution of average grades made by high school graduates in the freshman class of the University of Illinois. In the first vertical column the average grades are grouped. In the second column the percentage of graduates from township high schools securing an average within a certain group is set oppo- site that group. This percentage is based on the entire number of graduates coming from township high schools. Percentages in the case of city high schools are treated in a similar manner. The hollow bars represent these percentages in the case of the city high schools and the solid bars in the case of the township high school. scholastic problem in practically the same manner so far as the marks are concerned. The general facts which may be drawn from the investigation con- ducted in this chapter are as follows. A larger percentage of graduates of city high schools fail in one or more courses than' graduates of town- ship high schools. The graduates of township high schools which have well graded ele- mentary schools contributing to them show a smaller percentage of courses failed than city high schools of approximately the same size which are probably equally well equipped as to elementary schools. A larger percentage of the pupils from the smaller high schools fail than those from the larger high schools. The advantage of the larger schools seems 221 to begin here with Class B. Similarly in the percentage of courses failed the advantage is with the larger schools. Here again the ad- vantage starts with Class B. The median average grade is higher in the case of the township high schools as compared to the city high schools. As regards the number of pupils who have averages below 70, the town- ship high schools furnish the largest percentage of these in Classes A, B and C, again emphasizing their lack of well graded underlying ele- mentary schools. They furnish decidedly the smaller percentage of pupils who have averages below 70 in the case of the larger schools, that is, Classes D, E and F. The township high schools in the aggregate fur- nish the largest percentage of students averaging below 70 ; they also furnish the largest percentage of students averaging above 85 per cent. It is clear that on the whole the township high schools have a higher standing in scholarship in the University of Illinois than the city high schools. They are markedly superior in those township high schools which have underlying city districts with well graded schools. The ob- vious conclusion to be drawn from this is that a high school with superior material and financial advantages, such as the township high schools have, will furnish better students to the University in case the underlying districts are well graded. An examination of the horizontal column for quartile deviation shows here as elsewhere in this investigation that the township high schools involved have a larger deviation than city high schools, thus showing a greater tendency toward variance in practice. 222 CHAPTER X. THE UNDERLYING TERRITORIAL UNIT. The foundation of any system of schools is the territory which it- covers. The limits of a district determine the basis of taxation and out- line the foundation of its financial support. The geographical boun- daries of a district have a very definite influence on the progress of the school. It is in the last analysis probably the most important feature. At any rate, the territorial unit joined with the social conditions environ- ing the high school is the primary determining factor. In order to systematize the information upon this point a report on the township high schools which was turned in to the State Superin- tendent's office in May, 1916, was collated in Table LXXXV. The table pertains entirely to township high schools. There is no information available on city districts. The information pertains to 110 township high school districts. The number of districts that have from 1 to 5 square miles is shown in the appropriate group, the number from 6 to 10, and so forth. Then beginning to read the first horizontal col- umn at the, top we notice that there is one high school in Class A that has 1 to 5 square miles of territory, and one that has from 6 to 10. It will be noted that of the 4 high schools set down in Class E two of them have only from 6 to 10 square miles of territory. It is very clear that these two township high schools are merely city districts operating under the township high school law. It will be noted that there are 2 township high schools that have from 76 to 100 square miles of territory, and 2 have over 100 square miles. In other words, they have more than three regular townships in their territory. An inspection of the latter part of the table shows that there is no material difference between the various classes as to the amount of terri- tory which they cover. The small high schools have on the whole about as much territory as the larger ones. The school township, or 36 square miles, is the typical size. There are over 50 per cent of the township high schools covering the amount of territory included in a school town- ship. The conformation of the underlying territory is quite as important as the amount of territory involved. If a district is long and narrow but if it'has a good transportation system such as an electric line or a railroad with adequate train service, all of its inhabitants may be more convenient to the township high school than in a territory that is more nearly square. A high school* may be situated in the township in such a way that although the district is relatively small the high school may be difficult of access. 223 QOI JOAO OOI-9Z 09-9^ Of-98 OS-92 02-91 9T-IT 01-9 S-T In order to learn the situation in this matter as regards the present laws reference is made to Chapter 2, in which the legal constitution of the township high school is discussed. On page 7 eight different kinds of high school districts are shown to exist under the general law printed as appendix B as follows : 1. A school township. 2. Two or more adjoining townships. 3. Two or more adjoining school districts. 4. Parts of adjoining townships. 5. The remainder of a township part of which has been organized into a township high school. 6. A school district having a population of 2,000 or more. 7. A city and a township. 8. Part of a school township divided by a navigable stream. As noted in Chapter 2, the general law was first passed in 1872 and was .based on the Princeton Special Charter of 1867. From time to time this general law was modified to fit this or that local need as necessities arose. For example, it was decided to organize Centralia Township High School. But part of the city of Centralia lies outside of Centralia Town- ship. The Legislature responded to the local demand by amending the law so that a township high school district might be organized so as to include a city and township, the 7th of the kinds of township high school districts enumerated above. Most of the several kinds thus enumerated, aside from the first mentioned, originated in a similar manner. It will clarify the discussion to examine these various kinds in detail. To that end a figure is shown illustrating each kind of district. These figures are not all drawn to the same scale but the size of the districts is indicated by the 'sections which are numbered. The Joliet Township High School district is selected as the example of the first kind of township high school district under the general law, in that it includes a school township. That a school township should constitute a township high school district was the original provision of the law. The Joliet district is shown in Figure 31. Note that the lines of transportation all converge into the city of Joliet. The city of Joliet is the natural school center for this township. Cities like this could well be the centers for school districts of even larger area than a school town- ship. The Joliet high school is the largest township high school, in fact, it is the largest high school of any kind in the State outside of Chicago. It is an excellent example of the manner in which a city and its tributary rural territory may be combined to advantage into a single school district. The Tiskilwa High School is the only example of the second kind of district, namely, "two or more adjoining townships." This district is represented in Figure 32. Note that the town in which the high school is located is almost in the center of the district and that the roads and the railroad make Tiskilwa the center of the district. NOTE. Transcriptions for the cuts for these figures were made by Mr. Sigel R. Bumann of Thornton Township High School from the County Survey Maps published by Rand, McXally & Co. 225 The third kind of township high school district is that in which two or more adjoining school districts may be organized into a township high school district. The J. Sterling Morton High School at Cicero, 111., is an example of this class. An outline of the district is shown in Figure 33. Note that this high school district is somewhat smaller than the others. It is a compact suburban district near Chicago. Because of the relatively small size and the excellence of transportation facilities, the JOLIET Figure 31. school is easily accessible to all parts of the district. By the use of this section of the law many communities in the State could organize high school districts which would meet their needs, since the proper selection of school districts would in many cases allow the formation of a high school district of the desirable size and shape. According to the fourth provision, "parts of adjoining townships" may be organized into a township high school. The Oak Park and River Forest Township High School is a good example of this, and an outline 15 I H S 226 of the district is shown in Figure 34. Part of the district, that of which River Forest is the center, is in Proviso Township; that of which Oak Park is the center is in Cicero Township. This is a compact and populous district in Cook County immediately adjacent to the city of Chicago. It has excellent transportation facilities. It is one of the largest town- 227 ship high schools in the State. The provision of the law also allows con- siderable elasticity in the formation of high school districts in that town- ship boundary lines do not restrict the size or shape of the district. In fact, by the judicious use of provisions three and four most of the terri- /=?. A/0 J. S TEF?L IIV G 1V10FP T OJV U.S. Figure 33. tory of the State could be organized into high school districts in a de- sirable manner. In provision five "the remainder of a township part of which has been organized into a township high school/' the Proviso Township High School located at Maywood in Cook County is an example. A part 228 of Proviso Township had been included in other township high school districts, e. g., a part had been included in the Oak Park and Eiver Forest district. Under this provision of the law the remainder of the township was organized into another high school district. This district is shown in Figure 35. Note that the transportation facilities are good. This provision is a special one, and the example given is the only one. The provision could not have very wide application throughout the State. The sixth provision is that a school district having a population of 2,000 or more may be organized into a township high school district. Ox *> 6 OAK RIVER FOREST s. Figure 34. The Blue Island High School is an example of this. It is in Cook County near Chicago. An outline of the district is shown in Figure 36. In this case the high school district and the elementary school district are coterminous. The point in the organization of such a district is that the district which had been maintaining a high school found itself short of funds. By superimposing a high school district upon the old school district the power of taxation for school purposes was doubled. It makes necessary, however, two boards of education in the identical ter- ritory where there had been but one. The same superintendent is 229 selected by the two boards to have charge of both the elementary school and the high school. The seventh provision is that a "city and a township" may be organ- ized into a township high school district. This is a very special provi- sion made to fit a particular situation. The city of Centralia lies partly in Centralia Township in Marion County and partly in another county. It was desirable to include the whole of the city of Centralia in the new township high school district which was to be created in Centralia Town- ship. Hence an amendment to the law was secured providing that a A/0- / 4 I 5 g.2 >T3 < A 1-100 32 223 55 3 76 18.9 91 22 6 13 3 2 403 12 6 257 1.5 B. 101-200 18 103 21.3 19 3.9 48 9.9 314 64.9 484 26.9 133 3.6 C. 201-300 12 69 12.3 30 5.4 9 1.6 452 80.7 560 47 92 6 D. 301-500 11 42 4.7 42 4.7 41 4.6 769 86 894 81 80 11.2 E. 501-Over 3 1 .2 2 .4 8 1.7 449 97.6 460 153 10 46 Total 76 438 15.6 169 6 197 7 1,997 71.3 2,801 36.9 572 4.9 This table shows the number and percentage of teachers teaching in school districts supporting school of various sizes. For example, in Class A there are 76 teachers teaching in underlying districts supporting- schools having from 2 to 5 teachers. It will be readily seen that this reveals the conditions as to the character of the elementary schools prob- ably better than the preceding table. An inspection of the table in gen- eral shows that there are 2,801 elementary teachers teaching in schools tributary to the 76 township high schools involved in this tabulation. Here again we note the large proportion of rural teachers teaching in the 239 elementary schools of Class A. There is also about one-fourth of the teachers in Class B who teach either in country schools or in village schools. The number of teachers teaching in country and village schools is still a considerable factor in Class C. The larger high schools draw their pupils from city districts. This fact is shown rather vividly in the vertical column marked "Average number of teachers per district." It will be noted that as the size of a high school increases the average number of teachers per elementary school district increases more rapidly. For instance, there is an average of l l /2 teachers per elementary school in the districts underlying the schools of Class A. There is an average of 6 per school in the case of underlying districts of Class C, and so on. The further information bearing upon this consideration is shown in Table LXXXVIII. TABLE LXXXVIII NUMBER OF PUPILS COMING FROM ELEMENTARY SCHOOLS OF EACH OF THE VARIOUS SIZES. amber schools "eply to questionnaire. amber schools eporting this tern. | unber pupils rom single .eacher schools. r cent of pupils rom single teacher schools. amber of pupiis rom schools of 2 to 5 teachers. r cent of pupils rom schools of 2 to 5 teachers. amber of pupils [rom schools 5 to 10 teachers. ;r cent of pupils rom schools <\ to 10 teachers. umber of pupils rom school of over 10 teachers. sr cent of pupils rom schools of over 10 teachers. Limber of pupils rom schools not identified. | >r cent of pupils 'rom schools not identified. )tal enrollment. fe fe fc fe 5 fc fc ft H A. 1-100 25 23 507 37.2 393 28.8 406 29.8 35 2.6 22 1.6 1,363 B. 101-200 'C 201-300 19 7 18 7 638 318 25.9 17.9 72 82 2.9 4.6 785 108 31.9 6 871 1,272 35.3 71.4 97 1 3.9 2,463 1,781 D. 301-500 13 8 306 10.7 323 11.3 1,160 40.7 978 34.3 83 2.9 2,850 E 501-Over * Total 69 56 1,769 20.9 870 10.2 2,459 29 3,156 37.3 203 2.4 8,457 * No accurate data. There are 69 township high schools involved in this tabulation. There are 56 of these high schools reporting on this item. This table shows the number of pupils coming from elementary schools of the vari- ous sizes, and the general method of the tabulation is the same as in preceding tables. One of the vertical columns shows the number of pupils who are not identified. It will be seen that the information so far as it is presented is very complete. It involves an elementary popula- tion of 8,457 high school students. It will be noted that 2/3 of the pupils attending township high schools of Class A come from rural and village schools. In Class B 28 per cent of them come from country and village schools. This table shows that the schools of Class C are also measurably influenced by the country and village schools. The work of the high schools of Class C is based on fairly well organized elementary school training. Looking at the totals, it will be noted that 31 per cent of all of the pupils attending township high schools come from country and village schools ; 29 per cent come from schools having from 6 to 10 teachers, that is, they are fairly well graded and organized from the point of view of elementary education. 240 There is no adequate body of information available for the study of the distribution of population such as would give guidance in this mat- ter of the organization of township high schools. However, it is possible to get some information from the statistics furnished by the United States Census Bureau. Table LXXXIX was constructed on the basis of the U. S. Census Report for 1910. It shows the aggregate popula- tion of villages of Illinois of 500 and under at the time the three decen- nial censuses were made, namely, 1890, 1900 and 1910. TABLE LXIX POPULATION OF ILLINOIS TOWNSHIPS AND VILLAGES. POPULATION OF ILLINOIS VILLAGES. A 1-100 B 101-200 C 201-300 D 301-500 E 501-Over. 1910 162,322 194,087 89,579 38,070 39,104 1900 133,605 157,856 68,424 22,015 32,436 1890 75,529 106,816 45,745 14,525 17,221 POPULATION OF ILLINOIS TOWNSFIPS, EXCLUDING VILLAGES. A 1-500 B 501-1,000 C 1,001-1,500 D 1,501-2,000 E 2,001-2,500 F 2,501-3,000 G 3,001-4,000 H 4,001-5,000 1910... 65,191 78,244 79,028 705,341 807,721 795,694 387,119 417.191 406,261 115,372 121,400 112,061 47,290 40,508 42,378 29,826 24,429 24,586 26,814 18,803 9,931 12,991 12,431 6,312 1900 1890 The villages in the compilation of this table were grouped according to population as follows : 1 to 100, 101 to 200, and so forth, as indicated in the table. The total population in each group is shown for each of the decennial years indicated. An inspection of this table shows that in every group there was an increase in population during the twenty years covered by these figures. It is very clear from these figures that town- ship high school districts which are organized with one or more villages will easily secure a reliable school enrollment. If they begin with a fair enrollment, they will surely increase in size with the increase in popu- lation. In order to throw further light upon this question the population of the townships of Illinois, excluding villages, was calculated. These townships are calculated in groups of 501 to 1,000, 1,001 to 1,500, etc., up to 50,000 and over. An examination of the figures shows that up to 1,500 there is a decrease in rural population in the townships exclud- ing villages. In the townships having a population above 2,000 and on up to 5,000 there is an increase. In a good many cases it is known that some of these more populous townships are suburban townships, and possibly all of them are. In view of the known tendency for villages and cities to increase in population and the tendency for rural districts to remain stationary or to decrease rather gradually, the present distribu- tion of population in Illinois can confidently be decided upon as a basis for the permanent reorganization of the State into high' school districts covering the entire territory of the State. 241 By way of summary,, in this chapter we have noted that the present township high school law of the State provides for the organization of township high school districts of many sizes and shapes. The experi- ence of the State in the organization of high schools furnishes adequate assurance for organizing high school districts on the basis of the social and geographical situation, disregarding political boundaries. In other words, the unit should be the social unit and not an artificial one de- termined by political boundary lines. Certain principles were set down as determining ones in the organization of a high school district, namely : First There should be a township organization of sufficient size to give the best results educationally. Second The distribution of population and transportation should be an important consideration. Third Adequate financial provision should be made for the sup- port of the school. Attention was called to the fact that the elementary schools of the State are supported by taxation based upon the entire assessed valuation of the State. The State University is similarly supported. There is a wide gap here as to high schools, and the entire State should be reorgan- ized so that the entire assessed valuation of the State should contribute to the support of high schools. Tabulations of the districts, teachers, and pupils coming from the elementary districts show that the smallest township high schools (those under 100) are populated by pupils coming from country and village schools. A large proportion of those going to township high schools of 100 to 200 enrollment also come from country and village schools. They are a considerable factor in township high schools of from 200 to 300, although in township high schools of this size the dominating proportion of the student body comes from well graded elementary schools. In township high schools larger than 300 the pupils pretty generally have a well graded elementary school educa- tion. 16 I H S 24:2 CHAPTER XL LAUNCHING A TOWNSHIP HIGH SCHOOL. The organization of the new township high school involves a new social situation. Under the head of a school township or parts of a school township or other territorial subdivisions a combination must be united into a new unit for the organization of a new institution. This, of course, means readjustments of various kinds. People are associated in a new way. Social inertia must be overcome. One result is that previous to and immediately following the organization of a township high school it is natural to expect some excitement, some friction, some misunderstandings. This is reflected in the answers which were received as a result of a questionnaire which was sent out, reference to which was made in Chap- ter I of this monograph. In Question 8 of this questionnaire informa- tion was sought as to the high school facilities preceding the organization of the township high school. This information was collected and is tabulated in Table XC. TABLE XC PREVIOUS HIGH SCHOOL FACILITIES. Number schools. Blank. District high school. Three years high school. Two years high school. None. A. 1-100 25 13 5 5 2 B 101-200 19 13 2 3 C. 201-300 . 7 7 D 301-500 13 8 1 i 3 E. 501- Over 5 1 4 Total 69 1 45 8 6 8 In this table we have reports from 69 township high schools, only one of which failed to furnish this information. It will be noted here that 8 of these township high school districts had no high school facil- ities previous to the organization of the township high school ; 45 of them had district high schools mentioned as providing some facilities. The character of the replies on this point shows that these district high schools were in most cases very inferior. Eemarks were made by them as follows : "Poorly equipped," "Struggling to do creditable work," "Pre- vious high school had no standing," "Teacher also teaching in 7th and 8th grades." To be sure in some of these district high schools there were creditable high school facilities with proper accrediting relations, and in such cases as these the motive for the organization of a town- ship high school was that the high school be maintained on an adequate 243 basis, and with ample financial support. In fact, the most important motive in the organization of township high schools was the financial one. We have then an interesting situation where there are communities all over the State of -Illinois who have very poor high school facilities and whose financial resources are very limited. These same communities by using the township high school device have been able to supply them- selves with enough financial resources to conduct successful high schools. As was mentioned in the first paragraph above, the installation of a township high school was expected to result in agitation, and did so result. Information on this point was sought in Question 1, first, as to the length of time the agitation lasted between the first proposition of the township high school and its final establishment. This information is shown in Table XCI. TABLE XCI LENGTH OF AGITATION INCIDENT TO FORMING TOWNSHIP HIGH SCHOOLS. - Number schools. Blank. Less than six months. Six months to one year and less than two years. Two to five years. Over five years. A 1-100 25 1 16 5 3 B. 101-200 .. 19 4 5 3 5 2 C. 201-300 7 1 1 3 1 1 D 301-500 13 5 3 2 3 E 501-Over 5 2 2 1 Total 69 13 27 13 13 3 Of the 69 township high schools furnishing information on this questionnaire 13 do not reply on this point. A summation of the table shows that the length of ' time usually required for this purpose is from six months to a year. Quite a number of schools reported less than six months, and quite a number more, from six months to a year. On the whole there are 40 schools which report that the period between the first proposal of the township high school and its final establishment was not longer than a year. It is to be noted, however, that in some in- stances this agitation stretched over a period of from three to five years, three stating that it was longer than five years. When a community will agitate a question like this for as long a period as five years, it shows that there are certain interests in the community that are very persistent in attempting to secure the best educational possibilities available. In this matter of agitation information was sought as to the oppo- sition to the establishment of the township high school. This informa- tion is of such a character that it does not lend itself to tabulation read- ily, yet by going into detail it is possible to display it with some system. The result of this attempt is shown in Table XCII. 244 TABLE XCII OPPOSITION TO ORGANIZATION OF TOWNSHIP HIGH SCHOOLS. Schools. a 1 a 3 ,2 2 Other replies. A 1-100 25 2 9 5 Blank, 1; opposed by wealthy land owners, 1; farmers B. 101-200 19 1 4 living at a distance from the building, 1; opposed by larger land owners, 1; low estimate of education es- pecially secondary, 1; ignorance of value of secondary education, 1; and high taxes, 1; opposed in county and carried in town, 1; no opposition until first taxes were collected then much opposition until school gained place in the heads of the people, 1; bitter at first, carried by one vote; opposition becoming friends of the school, opposition very much reduced each year, 1. People at a distance kick, 1 ; chiefly from rural districts, 1 ; C. 201-300 . 7 1 1 2 opposition from land owners, 2; strong from country, 1; from farmers, 5; from farmers and local jealousy, 1; not familiar with the benefits, 1; pretty strong at first when the people understood what was wanted, there was little opposition, 1; the opposition was due to distri- bution of population being mostly at Herrin, west side of the district, east side opposed, 1. Farmers, 2; opposition to a new thing and afraid of high D. 301-500 13 2 4 1 taxes, 1. Parochial schools, retired capitalists, large real estate in- E. 501 Over 5 1 2 terests, 1; fear oicost, 1; opposition of rival city, 1; blanks, 1; bitter on account of locat on of building, 1; lack of information as to what the institution will do for the community, 1. Larger number would not benefit from high school, 1; 611 for, 147 against, 1. Total . 69 7 20 g 34 It is to be noted particularly that of the 69 schools 27 of them re- port "Little or no opposition." Six of the 13 schools in Class D say that there was little or no opposition. There are 8 of the 69 township high schools which say that there was considerable opposition. At the right of the table those schools that cannot be classed under the first three heads are reported in some detail. It will be seen that there are 34 of such schools. Most of the opposition reported and the bitterest is in Class A and Class B. Various kinds of opposition are reported, but it readily falls into two or three classes. Some opposed the organization of the township high school on account of increased taxes. Opposition often came from wealthy land owners and farmers. A still further cause of opposition was the failure to appreciate the ad- vantages of secondary education. Still another is the disagreement be- tween various localities because of the location of the building. Consid- erable opposition develops because of distance from the building. In some cases it is noted that when people became better acquainted with the school advantages the opposition ceased. Corollary to the opposition which exists at the time of the organ- ization of the township high school it is desirable to note the present attitude of the patrons of these institutions. In order to have some information on this point Question 2 was included in the questionnaire. Information on this question is shown in Table XCIII. 245 TABLE XCIII PKESENT OPPOSITION TO TOWNSHIP HIGH SCHOOL Is there any opposition to it as an institution at present? Would people be likely to vote it down now? Yes. No. Blank. Other replies. Yes. No. Blank. Other replies. A. 1-100 25 19 7 6 7 1 8 2 8 5 1 Little,7 2 18 18 2 Possible, 1; hardly, 1; some few, 1. Vote would be close, 1. Farmers, 1. B. 101-200 Very little, 4 . C. 201-300 . 1 Some, 1; little, 2; very much in country, 1 . Little, 1 6 12 1 D. 301-500 .. . 13 3 E. 501- Over 5 Total 69 16 34 3 As above, 16. 2 59 3 As above, 5. It will be noted that there are two parts to this table, one under the general head. "Is there any opposition to it as an institution at present?'*' the other, "Would people be likely to vote it down now?" Under the first head the information is set up under two columns "Yes" and "No." Only three schools failed to report on this question. Under the head of "Other replies" is listed that information which could not easily be included in the previous columns. It will be noted that 34 of the 69 high schools say that there is no opposition at present. Sixteen of them declare that there is opposition without specifying the nature of it. The remainder of the schools give a qualified reply, such as, "Little," "Very little," "Some," "Very much in the country." There are 16 of this kind of responses. On the whole it will be seen that the opposition after the organiza- tion of the school dwindled away to comparative insignificance. The latter half of the table is constructed exactly as the former half. A closer inspection of this part of the table shows that the judgment of the principals of 85.5 per cent of the schools, or 59 in number, is that the people would not vote the school down if it were submitted to a vote. Only two declare categorically that the people would vote it down. Only three of the list fail to furnish information. A proper summation of these figures makes it very clear that after a township high school is once organized it has the favor of the people and they could not therefore be induced to dispense with it. In considering the progress the township high schools have made in estimating their present status, it is important to note their age. This information was secured in Question 1, under the head "Date of Estab- lishment." This information is displayed in Table XCIV. 246 TABLE XCIV AGE OF TOWNSHIP HIGH SCHOOLS. Number schools. % s Established 1 to 5 years. 1 Established 6 to 10 years. | Established 11 to 15 years. Established 16 to 20 years. J 8 30 "w .r-jlO CO g PH jaAQ-OOO'OOIf : : i^^ * O t H CQ H W 666'68t-000'08$ : : rt - 1 H EH 666'^^,'Oi, rH j ^ O 5 666'69$-000'09$ : i * ^ co 666'6St-000'OS* jrHrHrH co co 5 -INITIA M > 8 H HH PH <1 y^| EH ***** o 248 in most cases too small. The people believed that they were issuing suf- ficient bonds and building for a given territory in the future, whereas their action was merely a temporary makshift. A reference to Chapter 3 where the present capital investment of these high schools is shown will make clear the fact that practically all of these schools have added to their capital investment very materially since their first bond issue. This fact brings out two principles very clearly. One is that the people after they have once organized a township high school learn to hold it in high regard and are thoroughly willing to provide the capital necessary for its permanent housing and equipment. The other is that the State needs to adopt some policy arid formulate a body of information which will guide communities when they initiate a great undertaking like this. In- formation is available to show how large a building a community should build when it has a population of a certain size and an elementary en- rollment of a certain size. Furthermore, no plant should be constructed with a building plan so inelastic that proper additions cannot be made. Practically all high school buildings should be constructed with the defin- ite notion that the building is incomplete. Provision should be made for later additions which will be in harmony with previous construction and which will not violate the unity of previous construction. Further- more, the interiors of high school buildings should be so constructed as to be remodeled easily. Many considerations point to the fact that the interiors of high school buildings should be of a very elastic nature. Not only does the increase in high school population indicate this but the change in courses of study, and the rapid developments in educational policy make necessary the radical changes in interior construction. It i impossible to foresee all of this ; the consequence is that the best man- ner of providing for it is to construct buildings having a modifiable in- terior. In this matter of growth it is interesting to note the situation in the township high schools. Information was collected on this point in Ques- tions 6 and 9, and was tabulated in Table XCYII. TABLE XCVII GROWTH OF TOWNSHIP HIGH SCHOOLS. First year. Fifth year. Present. s bb bO .ss . bi) &X . ,,-S . g . 2 3 bO j-jl"^ Si a P3 w S) g "S OT ^* S s ^ E S-gg. s .2 o ^ "w S a o "OT s 2 > 05 t> fll o ^ IM V 382 fc* ^ o CC3 * * ^ S fc S PH ft CO CM CO rH lOCOt^ T-t a Sri cOiOCM "5 1 - 1 O^ SS3 S 5 8 Ot-fM XOCM 00 1O CM O CM 1 * * 10 >d co t>5 O>t 04 r-l i-4 i O O o o o o o o QQQQQQ l j Annual Salary Earned by Total Cost of Instruction . . Total Current Cost ......... Per Capita Cost ............ Assessed Valuation T. H. S Total Tax Rate per $100 ____ ^Mtqa^s; > > > >x sz>xxxx x x x xx xxxxxx xxxxxx aajdeqo am, in AJ Number of Units Required f tion ........................ Number of Prescribed Units. Number of Elective Units ____ XXXI XXXII XXXV Xpnjg jo asjnoo A oo d ' tr ^2-^ : ,11 s - $ Sil it !5 !fc IWIf l!Sf^ W ,S p, o 'o fe w WC Q.^ sx2.2 IfllSll gsfia a s 33 xxxx xx redTOuuj; aqj, AI 254 1 HO Iri 1 co" rjT i 2 8 JJ CO Sw ^ M M ?5g sss f S- s CO O ^ co oo (=! Iri 3 gb! | S. 5 S3 S co CD So - Iri *i 883 | | | rin~i of EnW CO CO (N OS (M S^S jjj 3 M CO CO g * S3 cO OO O O - ^ Iri -* ^ ^^g T-4 1-H - CO co 1 .9 GH Tjl r-l C* CO * S* g | s c> t>: d ^ OO 2 ^1 S 8 S 00 " f s? co So 00 U5 S w HI iri ^ S*- i 1 s S 3 3 w 0? 03 3 3 (S 1 ^ S d QpHCL, PL, PL, PL, S 3 "S n fl T? O CD 05 fig 2 " .2 jj 11 s ! M Q H a -a ; w w 1 :|| 8 :| : 3 Mill ill s . : 6^ : | ^ s ^3 o c3 ^ o PH G> QJ* 3 11 > : 2> 5s o^ : ^cp :? .2 S W M fl i 5 S H Total Teaching Experience School Teachers -. Total High School Experienc School Teachers High School Teachers' Tenur Position Number of Teaching Positions Salaries of Teachers Length of Term in Davs Number of Tuition Pupils Number of High School Gradm Number of Persons under 21 School District Elementary Enrollment in H District Eighth Grade Enrollment in H District Number of High School Grac tending Advanced Institutio Per cent of College Freshmen, of the Various High Schools one or more Courses Per cent of Courses Failed 1 Freshmen, Graduates* of th High Schools Median Average of Scholarship Freshmen, Graduates of th High Schools Size of Township High School Average Number of Underlyin tary School Districts Average Number of Teachers i the Underlying Districts E i H i i Qt> j>X X X K> k>( k> k^ K> Kxl KNKN*5 ^ KN rS 3 a a H kj LJ kj k>< p^ p^ p^ KN j i-^ i^ j > > S kJ K>1 K>* rS rS rS .. la^dsqo "J8HOT33J, jjpojj ^uapn^g atlvL IIIA aSanoo xi ' X 255 wo fcoo BW ft 2 dod I S 2 1 1 1 3 o g Q Q PH o o o 256 whether it be a city or township organization, can by reading the appro- priate column discover the relation of their own school to others in the State. For example, in the case of a township high school of Class C, it will be noted that the median investment in sites and buildings is $75,000, the median investment in equipment is $5,000, the total capital investment is $79,000, the cost of maintaining the plant is $664, and so on down the table. It will be readily seen that it is the purpose of this table to give a birdseye view of the schools of the State so far as this body of statistics is concerned. It is, of course, not designed to give a complete body of information since it confines itself largely to a presentation of the medians. In order to have this complete display of information, refer- ence necessarily should be made to the chapters and the appropriate tables where the situation is completely displayed. A warning is in place at this point, since there will be a tendency on the part of some to regard a median as representing the most desirable situation. As was said in a previous discussion in this investigation, a person wishing to character- ize a group of schools in a certain particular should examine the situation with the middle 50 per cent in view. If the school under consideration comes within the middle 50 per cent, it at least is not erratic. A local school situation should be discussed in detail on the basis of its local peculiarities, and any reasons for making it vary from the usual situa- tion should be taken into consideration. Usually progressive school offi- cers will prefer in matters of expense, training of teachers and other items having to do with the efficiency of the school, to locate their own school in the third qfuarter, that is, between the median and the third quartile. Since the table above mentioned has been prepared, it is not neces- sary to state in language the characterizations that might be made con- cerning the various groups of schools on the basis of this table. The table itself exhibits these characterizations, and it may be read across or down according to the needs of the reader. We now pass to a statement of the conclusions which have been reached in the preceding chapters. Capital investments in township high schools in all grades of schools exceed those in city high schools. There is also a larger expenditure for permanent equipment in the case of township high schools than in the case of city high schools. It costs more to maintain a student in the township high school than in the city high school. The township high schools are more completely equipped in every way except one, na'mely, the library. The larger expenditure of money in the township high schools is due to the fact mentioned above, namely, that the board of edu- cation and its executive officers have more money available for this pur- pose and their attention is concentrated upon the single problem of secondary education and, hence, it is more adequately provided for in a financial way. The fact may well be brought out at this point also that the people will gladly support financially an educational institution if the financial organization is of such character that they can manage it. The obvious lesson is that the State should be so organized as to make the funds available. 25? A similar situation is evident upon an examination of the finances of the schools. The expenses increase directly as the enrollment. Town- ship high schools cost more than city high schools. This greater cost is due to the greater equipment provided, the -wider range of electives offered and the greater amount of vocational work provided. It was found in the study of the capital investment and also in current finances that there is a greater deviation in the case of township high schools than in city high schools, in fact, there is greater deviation in township high schools than in city high schools throughout the study, also that in the township high schools there is greater tendency for variation in courses of study, in methods and practice in teaching, in other words, township high schools are more willing to experiment. This is probably due to the fact that executive officers are free in the formula- tion of their policies and have better opportunity of handling new enterprises in a financial way. In an examination of the course of study it was found that the larger the high school the smaller ^the number of prescribed units laid down, and the larger the high school the larger the number of electives offered. The larger high schools provide wider opportunities for voca- tional work. As to the distinction between township high schools and city high schools, it was shown that the township high schools because of their greater financial resources provide a larger amount of vocational work. Corollary to the fact noted above wherein the township high schools show greater costs in every particular, it is evident in the matter of the course of study that they provide better opportunities for the students in a vocational way and in the form of a wider range of electives. It was found in the study of the executive officers that the largest proportion of principals and superintendents have collegiate degrees. It was found also that the total number of years of school experience on the part of principals increase? with the size of the school. This is true also with reference to his high school experience and his tenure of office in his present position. The high school nrincipal has a longer teaching experience, a longer high school experience, and a longer tenure of office in his present position, in the township high schools' than in the city high schools. It was noted in this connection that the high school principalship is entirely too transient and that remedial legisla- tion of some sort should be undertaken to obviate this evil. It is clear that the policies of any school will be more stable and satisfactory if the position of the principal is more secure. The salaries of township high school principals are markedly greater than the salaries of city high* school principals, and, in fact, are greater than the salaries *of city superintendents who have in their systems of schools a high school of a corresponding size. The salaries of township high school principals are greater than the salaries of the principals of the schools of the North Central Association. In the study of the teaching population it was found that the larger the school the greater the academic training of the teachers employed in it. On the whole, however, the experience of the teachers in the State 17 I H S is pathetically short. Their experience in the high school and their tenure of office in their present position is ridiculously short. The teachers in the larger schools teach a smaller number of periods per day and a smaller number of subjects. As regards a comparison, township high school teachers have a greater academic training, they teach a smaller number of classes per day and a smaller number of subjects than city high school teachers. The fact was brought out also that about 40 per cent of the teaching positions of the State are occupied by men, a relatively large proportion, but that the amount of money paid to the men teachers was almost half of the total amount, due to the fact that the salaries of men are higher than those of women. The salaries paid to township high school teachers are greater than those paid to city high school teachers. In an examination of the time units in the various schools it was noted that they are relatively uniform. The number of recitations in the daily program, the number of 40-minute periods, and the amount of time spent in the various periods is practically the same. There is a smaller number of tuition pupils coming to the township high schools than to the city high schools, clue to the fact that the township high schools cover the neighborhood naturally tributary more completely than do the city high schools. The township high school has in its enrollment a smaller number in proportion to the elementary enrollment of its under- lying districts than the city high school. It has a smaller enrollment in proportion to the eighth grade population of its underlying districts, and a smaller enrollment in proportion to the population under twenty- one in its underlying districts. All of these conditions are due to the fact that it covers a wider territory and transportation is more difficult. All of the factors so far discussed must necessarily have a bearing upon the efficiency of the school. The final test of the efficiency of a school, however, is in the character and the resulting initiative and moral ability of the students coming from the school. There are no adequate tests for these values so far in the science of education. Probably the most significant measure we have is the performance of the graduates, of these various schools in the colleges and universities to which they 0. Because of this fact the study recorded in Chapter IX was undertaken. It was found in this chapter that a larger percentage of graduates of city high schools fail in one or more courses in the University of Illinois than graduate? of township high schools, that in the number of courses failed there was almost an equal percentage of courses failed by students from the township high schools and students from the city high schools, there being an advantage slightly in favor of the city high schools of .15 of one per cent. The median average in scholarship is in favor of the township high schools. The township high schools have the largest percentage whose averages fall below 70. In Classes A, B and C, that is, the smaller schools, they furnish the smallest percentage of those who fall below 70. In Classes D, E and F the township high schools furnish the largest percentage of those who fall below and also the largest percentage of those who are above 85. The manifest conclusion here is that on the whole the township high schools have furnished a better grade of students to the University 259 of Illinois than the city high schools. The outstanding fact, however, is that the township high schools are markedly superior to the city high schools so far as these university grades are concerned when they have underlying districts with well graded schools. It was found in particular in 'Chapter 10 that the experience of the State in the organization of the high schools on this basis furnishes an adequate foundation on which to organize high school districts on the basis of social and geographical situation disregarding political boun- daries. The school law of 1872, as heretofore noted, provides eight different forms of combination for districts and portions of townships. Since these high school districts have been formed in a great variety of sizes and shapes, they have furnished an adequate demonstration of the fact that schools can be administered without attention to these boundary lines. Out of this situation three rather definite principles can be out- lined for the organization of a new high school district. 1. There should be a school organization of sufficient size to give the best results educationally. An examination of the teaching situa- tion and the course of study will show that so far as the course is con- cerned it can best be administered in a high school of not less than 200 in size. In a high school of from 200 to 300 approximately one-half of the work offered may be elective, thus providing properly for the natural difference existing among children. In schools of this size it is relatively easy to provide two years of work in the vocational field along several lines commercial, technical, agricultural, and so forth. It is in this group of schools where the first advantages appear so far as size is concerned in the matter of careers of graduates in the uni- versity. At this point in size a markedly small number of high school graduates fail in one or more courses, and it is in cases of schools of this size where a much smaller percentage of courses are failed in the uni- versity. Consequently a strong effort should be made to incorporate districts which will include at least 200 pupils. Since, however, it will be necessary to incorporate some districts which will have less than this number a great effort should be made that no district will be so small in population as to have a high school of less than 100. High schools of less than 100 are the least efficient of all and are very ex- pensive to operate. The method of determining the number of minors to include in a high school district to predetermine a high school of certain size is described in Chapter 8. 2. Another very definite principle which should stand out in the organization of new high school districts is the provision of an ade- quate taxing basis for the support of the school. It was pointed out previously on this point that the present legal provisions for the sup- port of schools were established when elementary schools were practlc- tically the only schools in mind when the provisions were made. Since that time the whole system of secondary education has been built up without additional facilities being provided for it in a financial way. The township high school provides the most successful method of meeting this added financial burden, but this is never provided for satisfactorily unless the area taxed is sufficiently wide. 260 3. A third principle is the outlining of the high school district in such a way as to take care of problems of transportation. The school should be accessible. In order that this may be done the configuration of the territory and its geographical situation must be studied. Where pupils live at a distance free transportation should be provided at public expense. It was found in the study of this matter of underlying districts that in the schools of 1 to 100 enrollment the largest proportion of the student population came from country and village schools. The pupils coming from country and village schools are also a large factor in township high schools ranging in enrollment from 100 to 200. In high schools larger than 300 the pupils usually come from well graded ele- mentary school districts. Two factors were found to be operative in inducing people to organ- ize township high schools. One was the meager high school facilities already possessed, and the other the inadequate financial resources of such high schools. The organization of a township high school pro- vided better high school facilities by way of Dividing larger financial resources. It was found that the opposition to the organization of township high schools was of various kinds, namely, opposition of land holders, failure to understand the value of secondary education, the opposition arising from jealously between rival communities, and the fear of additional taxes. It was found that after the high schools were in existence for some time that this opposition very largely disappeared. The school rapidly wins the favor of the people and the opposition be- comes a relatively negligible quantity. This is also reinforced by the fact that a township high school grows in enrollment very rapidly. The fact was brought out that the township high school is a relatively young institution. It was found that in the organization of the township high school the initial bond issues were practically always too small. The net conclusion in a single statement that might be drawn from the foregoing study is : 1. That a school increases in efficiency as it increases in size. 2. That the township high school is more efficient than the city high school because of the fact that this particular type of organization permits the accumulation of larger financial resources and, hence, provision of all kinds of advantages. Furthermore, that this type of organization centers attention and study upon secondary problems to the exclusion of others. 3. Those township high schools are most efficient which have well organized underlying elementary schools. A final word of encouragement for the reorganization of the schools of the State may be found in the fact that although there is considerable opposition to the organization of the township high schools in their inception this opposition vanishes rapidly as the people have experience with the new institution. On the basis of this experience we should be encouraged to reorganize all the- territory of the State into high school districts, being assured that the people will be in support of this move- ment when the new organization is once under way. Similarly, all kinds 201 of schools can be organized into larger units and thereby increase their efficiency and at the same time retain the support of the people. PROGRAM OF LEGISLATION. In a consideration of this topic based upon the preceding conclu- sions it must be kept in mind that what is said now is largely opinion although it is hoped well authenticated opinion, whereas the preceding statements have been based upon an adequate basis of fact. The interests of the State so far as high school education is con- cerned are now in jeopardy. An emergency exists and a new program must be formulated. The fact is that the State is completely organized so far as the University is concerned and so far as elementary educa- tion is concerned. The entire State is a single school district for the support of the University of Illinois. The entire State is divided up into elementary school districts for the support of elementary schools. A portion of the State is organized into districts which support high schools. As in the case of the University and the elementary schools, the entire State should be included in high school districts. The problem that now confronts the educational leaders- of the State and the General Assembly is the best method of accomplishing this purpose. The experience of the State so far as its township high schools is concerned ought to be pertinent in the solution of this prob- lem. In the first place, small villages and in some cases more separated communities have been welded together in the support of a township high school which is in every respect efficient. When such a town- ship high school district was organized jealousy in the community was rife. As experience demonstrated to the people the benefits of the local high school these jealousies have disappeared. It would seem then that the local preferences in the organization of high school districts should be totally disregarded and that the central principle determining its organization should be the efficiency of the high school. On the basis of the three principles discussed above it is true that there will be certain districts in the State that it would be impos- sible to so weld into a high school district because of the fact that the population is so widely scattered. In such cases where it is manifestly impracticable to locate a high school, a high school district should be organized for the purpose of paying the tuition of those pupils who have an ambition to secure a high school education by attending high school outside the districts in question. It is also true that there is territory adjacent to large city districts which could not easily be organized into township high school districts. This territory is naturally tributary educationally as well as commercially to the center of population which it surrounds. In this case it would be difficult to combine the territory with the city district mentioned because of the fact that the outside population would not be willing to bear their portion of the expense of supporting the elementary schools. On the other hand, it would be unwise to organize additional high schools because of the fact that there would not be a large enough number of people for such a high school. In this case, as in the other, the obvious thing to do is to organ- ize the district for the purpose of paying tuition. With these two pro- visions for unorganized territory it ought to be possible to organize all the territory of the State of Illinois into high school districts and thus close up the last great gap in the free education of the people. One more thing remains to be discussed, namely, the articulation of the high school with the underlying elementary schools. It was noted in the preceding study that the graduates from those other schools hav- ing a large rural and village constituency did less efficient work in the University of Illinois. The best students in the university came from township high schools of large financial resources and having well organ- ized elementary school districts contributing to them. There is not in this body of statistics anything showing that the articulation between the high school and the elementary school is more perfect in the case of city high schools than in the case of township high schools. A priori con- siderations lead one to assume that the articulation between the high school and the elementary school is more satisfactory between city high schools and their underlying schools. It would be interesting to gather statistics bearing upon this point, but there is not enough difference to make a showing in the statistics regarding the career of scholarship in the University of Illinois. A consideration of this fact, however, should not induce us to underestimate the value of trying to secure proper articulation between elementary schools and high schools. If this is done, all sorts of devices for securing cooperation might be put into effect, such as the readjustment o"f courses, the study of the harmonious selection of text books, the training of the teachers as a part of a single body of instructors, the organization of junior high schools, and so forth. Undoubtedly when proper methods of articulation have been worked out it will be found that the liiie distinguishing the elementary and high school work will not be sharply drawn, but the work of the one will gradually merge into the work of the other and the school system will actually be one in spirit and operation as well as in name. However, the best immediate step to take is not to organize consolidated districts with a high school at the top of the system. This will inevit- ably result in the organization of districts too small to secure the best results. The best plan is to build upon the evolution of the high schools in the State as it has so far progressed. Organize high school districts covering a territory sufficiently wide and a transportation system suffi- ciently compact and a body of population sufficiently large to secure the kind of high school which will give the greatest efficiency^. After these more efficient high schools are organized and thoroughly established in the State through a series of years of experience then later readjust- ments may unite all the elementary schools and the high schools into a single educational institution under a centralized management. Every locality in the State then would have a complete system of education from the first primary grade through the high school, the high school being in direct contact with the University. We would then have a complete system of American education. APPENDICES. APPENDIX A. Special Charter of the Princeton Township High School District upon which the General Township High School Law of 1872 was Modeled. Ax ACT to Incorporate the Princeton High School District. SECTION" 1. Be it enacted by the People of the State of Illinois, rep- resented in the General Ass&rnbty, That all the territory now included within the boundaries of the township of Princeton, in the county of Bureau and State of Illinois, together with such territory as may be hereafter added thereto, be and is hereby established a common high school district, to be known as the "Princeton High -School District." SEC. 2. The government, care and superintendence of the public high schools within said district,' and of the funds and estate, both real and personal, belonging to, and which may be hereafter acquired by or conveyed to said district, shall be vested in a board o.f education of said high school district. SEC. 3. The following named persons, to wit: John H. Bryant, Flavel Bascom, Jacob Critzman, Mathew Trimble and George D. Ide, shall compose the first board of education of said high school district, until their successors are duly elected and qualified as hereinafter pro- vided. It shall be the duty of said persons or a majority of them, to as- semble within sixty days after the passage of this Act, at the court house in said Bureau Count} 7 , and organize as such board of education by electing one of their number president, and one as clerk of said board. They shall appoint a treasurer of said high school district, and shall have all the powers, and be governed in all other respects by the provi- sions of this Act, as far as the same may be applicable. The said per- sons, or a majority of them, shall have the power to fill vacancies in their number occasioned by declination, disqualification, resignation, death, or removal from said high school district. SEC. 4. The persons composing said board of education, provided for in the third section of this Act, shall hold their offices as follows: Two of them until the first Tuesday of June, 186&, two until the first Tuesday of June, 1869, and the fifth until the first Tuesday of June, 1870. The respective terms- of office of the members of said board ap- pointed and provided for as aforesaid, shall be determined by them at their first meeting by casting lots. SEC. 5. On the first Tuesday of June, 1868, and on the first Tuesday of June annually thereafter, an election shall be held to elect successors to those members whose terms of office are then expiring, and to fill all vacancies, if any, occurring in said board, during the preceding year. The persons elected at such annual elections shall hold their offices for three years, or until the expiration of the unfinished terms which they have been elected to fill, as the case may be. SEC. 6. The said board of education, or the remaining members thereof, shall have the power to fill, until the ensuing annual election in said high school district, all vacancies in said board occasioned by death, resignation, disqualification, failure to elect, or removal from said dis- trict, and to fill by appointment, vacancies among the officers of said board occasioned by any of the causes aforesaid. The members of said board, and the treasurer appointed by them, shall, previous to entering upon their official duties, take an oath, in addition to those prescribed by the Constitution of this State, faithfully and impartially to discharge the duties of their respective offices to the best of their abilities. SEC. 7. Notice of such annual elections shall be given by the clerk of said board by posting written or printed notices of the time, places and objects of such elections in three of the most public places in said district, at least ten days before such elections are held, and also by pub- lishing a similar notice in some newspaper published in said district, by one insertion at least one week, previous to the day of election. Said elections shall be held at the usual place for holding general elections in said township, and shall be by ballot. The president of said board, and two members thereof, to be selected by said board, shall be judges, and the clerk of said board clerk of such elections ; but if any of said officers shall fail to attend, or refuse to act, the electors assembled shall, viva voce, choose three judges and a clerk of the election. A poll book shall be kept by the clerk, registering the names of the voters, and the persons receiving the highest number of votes shall be declared elected. In case of a tie in any election, the judges of election shall decide the same by casting lots on the day of the election. Elections shall be opened at the hour of 10 :00 o'clock a. m., and close at the hour of 5 :00 o'clock p. m. The judges and clerk shall certify to the board of education the names of the persons so elected members of said board, the term for which they were elected, and the number of votes each person voted for received, and shall return their certificate and said poll book to the said board within ten days after such election. SEC 8. Said "board of education is hereby created a body corporate and politic, by the name of the "Board of Education of the Princeton High School District/' and that name may sue and be sued, plead and be impleaded, answer and be answered unto, in all courts and places, con- tract and be contracted with, and have perpetual succession and a com- mon seal, and the same may alter or change at pleasure. Said board may exercise, in the furtherance of trie objects contemplated by this Act, all the powers conferred on the school trustees of townships or boards of directors of school districts, by any law now in force, or that may be thereafter enacted. Said board shall have power to receive and hold, in their said corporate name, all real and personal property that may be conveyed, given or devised to it for said district, and in the said corporate name to dispose of and convey the same, for the benefit of said district. All conveyances of real estate made by said board shall be executed and acknowledged by the president of said board, and attested by the corpor- 265 ate seal and by the signature of the clerk. Provided, that all such con- veyances shall be authorized by a resolution of said board : And, pro- vided, further, that all sales and conveyances of school houses, buildings and grounds appurtenant thereto, shall be first determined by a majority of the votes cast by the electors of said district, upon the submission by said board by the question of said sale at an annual election, due notice having been first given as provided in section 7 of this Act. SEC. 9. Said board of education shall have the following additional powers : First It shall have power to establish, .maintain and regulate a high school, with the necessary departments, within said district, Second To prescribe, by regulations, the qualifications for admis- sion into, said high school and its respective departments, of persons re- siding in said district, free of charge for tuition therein, and also to pro- vide for the admission into the same of persons residing without said district, upon such terms and payment for tuition as said board shall regulate. Third To have the custody and control of all high school property in said district. Fourth To erect, hire or purchase buildings suitable for the pur- poses of such high school and its necessary department. Fifth To buy or lease sites for such high school and its depart- ments, with its necessary grounds. Sixth To purchase, lease, control and improve play grounds or parks adjacent to such high school or its necessary departments. Seventh To furnish said high school and its departments with necessary fixtures, furniture, books, apparatus and libraries, and to pro- vide for the proper care, protection and maintenance of the same. Eighth To employ teachers, determine their duties and fix the compensation to be allowed them from time to time, and at any regular or special meeting, all the members of said board being present at such special meeting, to dismiss such teachers or any of them, for gross im- morality, incompetency, or other adequate cause. Si-nth To direct what studies and branches of learning shall be taught, and what text books shall be used in said high school and it several departments. Tenth To establish departments or different grades in said high school, and to make all necessary rules and regulations for the admission and advancement of applicants and pupils, and for the government of said high school and its departments; to suspend or expel pupils guilty of refractory, disobedient or immoral conduct, or possessed of any in- fectious or contagious disease. Eleventh To appoint agents and servants to execute any matter conducive to the interests of said high school district, consistent with this Act, and for their services to pay them such reasonable compensation as said board shall fix. Twelfth For the purpose of building a high school and other school buildings, and additions, thereto, for the use of said high school district, and of repairing and improving the same, and purchasing real estate for such buildings, libraries, apparatus, and other objects contemplated by this Act, or of paying indebtedness contracted tlicrrfor, it shall be lawful for said board to borrow money, at a rate of interest not exceeding 10 per cent per annum, and to issue bonds therefor in sums of not less than one hundred dollars, which bonds shall be signed by the president and attested by the clerk and seal of said board. SEC. 10. Said board of education shall have full power, and it shall be its duty, to determine the amount of money needed to maintain said high school and its department, and to pay all expenses of said district, of every description, for each school year, and to determine the amount of money needed at any time for the purpose of purchasing, leasing or improving grounds for said high school objects, or of purchasing, leas- ing, building, finishing, repairing, improving or extending their said high school houses, or of procuring furniture, libraries and apparatus, or of paying the indebtedness of said high school district. Said board shall have power and authority to levy taxes upon all the taxable real and personal property in said district, for the purpose of raising said amounts of money so determined by it. Said board shall designate the amount of money required for the maintenance and expenses of said high school and its. departments for each school year, as aforesaid, "school tax ;" and the amount required for any other purposes specified in this section, said board shall designate "school house tax." It shall be the duty of said board to ascertain, at any meeting prior to the second Monday of Sep- tember, annually, the rate per cent upon the assessment of real and per- sonal property in said high school district for State and other purposes for that year, needed to be levied to raise the amount of "school tax" determined upon, and what rate per cent upon the same will be needed to raise the amount of "school house tax" determined upon ; which rate or rates shall be certified by the president and attested by the clerk of said board, and returned to the clerk of the county court of said Bureau County on or before the second Monday of September, annually. The certificate or certificates so made may be in the following form, as near as may be : The Board of Education of the Princeton High School District re- quires the rate of per cent on the dollar to be levied on the taxable property of said district, for. the year , for thejpur- pose of school tax, (or school house tax, as the case may be). Dated this day of 18 A B President. Attest: C D Clerk. It shall be the duty of said county court to extend the tax or taxes so certified to him in one column, under the name of "high school tax," ac- cording to said rate or rates upon the book for that year of the collector of taxes for the territory embraced in said high school district ; and the said taxes shall be collected as other taxes are or may be, and, when col- lected, shall be paid over, on demand, to the treasurer of said district. The said county clerk and collector shall receive for their services the same compensation as now js or may be provided for extending and col- lecting district school taxes.* It is, however, provided that the rate to be levied in any one year for school house tax shall not exceed five per cent on said valuation. 267 SEC. 11. Said Board of Education shall hold regular meetings once each month, at such time and place as shall be designated by the rules of said board. Said board shall make, from time to time, all needful rules and regulations for its own government and that of all officers, teachers and agents appointed by said board, and for the custody, control, care and management of the school's fund and property belonging at any time to, said district. SEC. 12. Said board, shall, annually, at its stated meeting in July, elect a president and a clerk, both of whom shall be members of said board, and who shall hold their offices for one year. Said board shall also, at said meeting, appoint a treasurer of said high school district, who shall not be a member of said board, and who shall hold his office during the pleasure of said board. The said record shall be signed by the president and attested by the clerk; and the same or certified copies thereof, under the hand of said clerk and the seal of said board, shall be prim a facie evidence of the proceedings of said board in all courts and places. Said board may adjourn from time to time, and the president or any two members thereof, may call special meetings, at such time and in such manner as the rules of said board shall provide. Three members of said board shall constitute a quorum for the transaction of business. In the absence of the president or clerk, the board may appoint a presi- dent or clerk pro tern. SEC. 13. Said Board of Education may make such rules concerning the duties of the treasurer and the disposition of the funds and other property in his custody, as are not inconsistent with this Act. SEC. 14. The treasurer of said high school district shall execute, within ten days from his appointment, a bond, with two or more good and sufficient sureties, to be approved by said board, which bond shall be filed and recorded by the clerk, shall be made payable to said board in a penalty to be fixed by said board, and conditioned that he will safely keep, and, from time to time, pay over, upon the order of said board, all moneys and effects which shall come into his hands or under his con- trol as such treasurer, and will deliver over to his successor in office, all books, papers, securities, property and moneys remaining in his hands, and belonging to said district, and will faithfully discharge the duties of his office according- to law, and the rules made by said board from time to time. It shall be the duty of said treasurer to receive and keep all moneys clue and payable to said district. He shall keep an accurate account of all moneys received and paid out by him, in a record to be kept for that purpose, and shall pay out no moneys or other effects except- ing on the order of said board. He shall retain vouchers for all moneys so paid out, and shall receive from all moneys paid out on such orders, a fee, to be fixed by said board, not exceeding two per cent. He shall pottle his accounts with said board at the August meeting in each year, and shall produce his books and papers to said board whenever required so to do. All orders on said treasurer shall state for what purpose issued, shall be signed by the president, and registered and attested by the clerk of said board. 15. ^"o person shall be eligible to serve as a member of said board, or to vote at any election provided for in this Act, or to act as judge or 268 clerk ef such election,, unless he shall be a resident of said district, and have the qualifications of an elector at township elections. SEC. 16. The said Board of Education is hereby made the succes- sors in office of the directors of the high school district, organized in the said township of Princeton, and known by the name of "The High School District of Princeton;" which said last named district is hereby merged in the high school district created by this Act. All high school build- ings, property and real estate belonging to said high school district of Princeton, are hereby conveyed to and vested in said Board of Education and its successors in office, in fee simple, for the purposes contemplated by this Act. It is hereby made the duty of the trustees of schools of said township to execute and deliver to said Board of Education, all con- veyances requisite to perfect, in said Board of Education, the title to all real estate now held in trust by said trustees for said high school district of Princeton. SEC. 17. The said Board of Education shall have the power, and is hereby directed, to ratify, assume and carry out all contracts made and entered into by said directors, on behalf of said district, for building and other school objects, and, for the purpose of executing such contracts, shall levy taxes and issue bonds as provided in this Act. SEC. 18. Nothing in this Act shall be construed as affecting the present organization of the common school districts in said township, or the control and conduct of the same under the general laws of this State. SEC. 19. This Act shall be deemed a public Act, and shall be in force from and after its passage. APPROVED February 5, 1867. 269 APPENDICES. APPENDIX B. THE GENERAL TOWNSHIP HIGH SCHOOL LAW. The general township high school law was first passed by the Gen- eral Assembly in 1872, and has been in successful operation for a quarter of a century. From time to time the law was modified as necessity seemed to indicate. It was incorporated in the codification oi the school law which was enacted in 1909. After this date it was fur- ther changed by amendment in relatively unimportant ways until 1917, when far reaching amendments were enacted which were designed to develope real community high schools on the township high school plan. The law as amended in 1917 is given in Appendix E. The law as it stood just preceding this last far reaching amendment is given below. In this form it comprises Sections 85 to 97 inclusive of the School Law as amended by the Forty-ninth General Assembly. SEC. 85. Upon petition of fifty or more legal voters of any school township, filed with the treasurer at least fifteen days preceding the reg- ular election of trustees, it shall be the duty of the treasurer to' give notice of an election to be held at the next regular election of trustees for the purpose of voting "for" or "against" the proposition to establish a township high school. Notices of such election shall be posted in at least ten of the most public places throughout the township, for at least ten days .before the day of such regular election, and may be in the following form : NOTICE OF ELECTION". Notice is hereby given that on Saturday, the day of April, 1 , an election will be held at ' for the purpose of voting "for" or "against" the proposition to establish a township high school for the benefit of township number range number -. . The polls will be opened at o'clock . . . .M. A B Township Treasurer. The trustees of schools shall conduct the election, convass and de- clare the result. The ballots shall be in substantially the following form, to-wit : For the establishment of a township high school Against the establishment of a township high school 270 The voter shall make an X or cross mark in the square following and opposite the proposition favored, and the ballot shall be so counted. (As amended by an Act approved June 6, 1911.) SEC. 86. If a majority of the votes cast shall be in favor of estab- lishing a township high school, it shall be the duty of the trustees of schools to call a special election on any Saturday within sixty days, for the purpose of electing a township high school board of education, to con- sist of 'five members, notice of which election shall be given for the same time and in the same manner as provided in the election of trustees of schools. The members elected shall determine by lot, at their first meet- ing, the length of term each is to serve. Two of the members shall serve for one year, two for two years, and one for three years from the second Saturday of April next preceding their election. At the expira- tion of the term of office of any member or members, a successor or successors shall be elected, each of whom shall serve for three years, which subsequent election shall be held on the same day and in the same manner as the election of trustees of schools. In case of a vacancy, the board shall call an election without delay, to be held on any Saturday. Within ten days after their election the members of the township high school board of education shall meet and organize by electing one of their number president, and by electing a secretary. It shall be the duty of such high school board of education to establish, at some central point convenient to a majority of the pupils of the to\vnship, a high school for the education of the more advanced pupils. SEC. 87. Two or more adjoining townships, or two or more adjoin- ing school districts, whether in the same or different townships, ma} r , upon petition of at least fifty legal voters in each of the townships or school districts, or if a school district contains fewer than 150 voters, then by at least one-third of the legal voters of such district, and upon an affirmative vote in each of such townships or districts, at an election heir" 1 pursuant to the provisions of section 85 of this Act, establish and main- tain in the manner provided for township high schools, a high school for the benefit of the inhabitants of the territory described in such petition. SEC. 88. The inhabitants of any territory composed of parts of ad- joining townships, who are now maintaining a high school and who have elected a board of education, may create such territory into a high school district by a petition signed by fifty legal voters of such district and an affirmative vote in such district, and may elect a board of education therefor, as in other high school districts. When part of a township has been included in a high school district pursuant to any of the provisions of this Act, the -remainder of such township not included in any high school district, shall constitute a township for high school purposes. SEC. 89. Any school district having a population of two thousand (2,000) inhabitants or more may, in the manner herein provided for establishing and maintaining a township high school, establish and main- tain a high school for the benefit of the inhabitants of such school dis- trict, and elect a board of ecfucation therefor with the same powers con- ferred on township high school boards of education. The territory of 271 such district when so organized for high school purposes shall constitute a high school district for high school purposes distinct and separate from the common school district having the same boundaries, and the high school board of education of such high school district shall have the same power to levy taxes and establish and maintain high schools as township high school boards of education organized under this' Act possess, and such taxes shall be in addition to the taxes authorized to be levied by section 189 of this Act. All school districts which have here- tofore organized under this section, elected a high school board of educa- tion, and are maintaining a high school, shall be regarded as high school districts distinct and separate from the common school district having the same boundaries, shall have the same power of taxation as town- ship high school boards of education organized under this Act. A town- ship or part of a township in which there is no township high school may be annexed to an adjacent high school district organized under this section in the same manner as near as may be as is provided in sections 94, 95 and 96 of this Act for the annexation of territory to a township in which a high school has been established. SEC. 90. When any city in this State having a population of not less than one thousand and not exceeding one hundred thousand inhabitants, lies within two or more townships, that township in which a majority of the inhabitants of the city reside shall, with the city, constitute under this Act a school township for high school purposes. SEC. 91. For the purpose of building school houses, supporting the school and paying other necessary expenses, the territory for the benefit of which a high school is established under any of the provisions of this Act, shall be regarded as a school district, and the board of education thereof shall, in all respects, have the power and discharge the duties of school directors, for such district: Provided, however, That in all elections called under the provisions of this Act for voting on any one or more of the following propositions, to wit : To purchase or locate a schoolhouse site; to purchase, build or move a schoolhouse, or to levy a tax to extend schools beyond nine months, or to borrow money ; that said board of education shall have the power to establish a suitable number of voting precincts for the accommodation of voters of the district in which said election is held, and they shall fix the boundaries of said precincts, and designate one polling place in each, and said precincts shall be composed of contiguous territory in as compact form as may be for the convenience of the electors voting therein-; the said board shall appoint two judges and one clerk for each polling place, assigning so far as practicable, at least one member of such board to each polling place. Xotice of all such elections shall be in the form now prescribed by law and be posted by the said board of education in at least three of the most public places in each of said voting precincts at least ten days previous to the day of election. (As amended by an Act approved June 26, 1913.) Src. 92. When any district desires to discontinue the high school, the treasurer, upon petition of a majority of the legal voters of the dis- trict filed at least fifteen days preceding the regular election of trustees of schools with the treasurer of such district, shall give notice of an election to be held on the day of the regular election of trustees, for the 272 purpose of voting "for" or "against" the proposition to discontinue the township high school, which notice shall be given in the same manner and for the same length of time, and in substantially the same form, as the notice provided for in section 85 of this Act. The ballots for such election shall be canvassed in the manner provided for in section 85 of this Act, If a majority 'of the votes cast at such election shall be in favor of discontinuing the high school, the trustees of the school shall surrender the assets of the high school to the district fund of the town- ship or townships interested in proportion of the assessed valuation of the townships or parts of townships comprising such district. SEC. 93. When any township in any county under township organ- ization shall contain two political towns divided by a navigable stream as recognized by the United States, each of which shall contain a city of less than one thousand or more than one hundred thousand inhab- itants, each town shall constitute a township under this Act for high school purposes. SEC. 94. A township or part of a township in which then- is. no township high school may be annexed, in the manner hereinafter pro- vided, to an adjacent township in which a township high school has been established. Upon petition of five per cent of the legal voters of the territory to be annexed, and of the township to which annexation is desired, filed with the treasurers of the respective townships at least fifteen days preceding the regular election of trustees of schools, the respective treasurers shall give notice to the voters concerned that an election for or against annexing the township or part of a township, as the case may be, will be held at the next regular election of trustees of schools in each township, by posting notices of such election in at least ten of the most public places in the territory to be annexed, and in the adjacent township, at least ten days before the date of such regular election. Such notice may be in the following form, to wit : HIGH SCHOOL ANNEXATION. Notice is hereby given that on Saturday, the clay of April 1, , an election will be held at for the purpose of voting tf 'f or" or "against" the proposition to annex for township high school purposes the following territory, to wit : (Here insert the number and range of the township when the whole of the township is to be annexed, or when part of a township is to be annexed insert the said part of said township), to township number , range number (Township having an established high school). The polls will be opened at o'clock M., and closed at o'clock M. A B Treasurer. When less than the whole of a township is to be annexed, only the voters in the territory to be annexed shall have the right to vote, and the trustees of schools shall provide a voting place for that territory and the judges and clerks of such election. 273 SEC. 95. If petition request the township treasurers, respectively, to submit such question at a special election, it shall be the duty of the township treasurers to call the respective elections, as provided in the foregoing sections for some day and hour not exceeding thirty days from the date of the filing of the petition; and give at least ten days' notice of the election, in which event the polls of the election shall be open in at least two polling places and for at least four consecutive hours, and the polling places in the respective townships shall be designated and fixed by the treasurers respectively. If a majority of the votes cast in the township having an established high school, and a majority of the votes cast in the territory to be annexed shall be in favor of the proposi- tion, the township or territory, as the case may be, shall be and become so annexed, and the property in such township or territory shall there- after be subject to taxation for the support and maintenance of the t'ownsliip high school, including the payment of any bonded indebtedness of such township high school, and interest thereon, thereafter falling due, as fully and to the same extent as is provided by law for the levying of taxes upon property for the support and maintenance of township high schools. The taxes collected from such township or territory annexed for the support and maintenance of a township, high school shall be paid by the officer collecting the same to the township treasurer of the town- ship having the established high school. SKC. 96. Such election shall be held in the manner provided by law for the holding of elections for township trustees of schools, and the ballots of sucn election shall be canvassed, and the returns thereof made as in other school elections. If a majority of the votes cast shall be in favor of the proposition, it shall be the duty of the township treasurer of the township which is annexed, or part thereof, as the case may be, to file a certificate with the county clerk of the county in which such town- ship is located, or if such township is located in more than one county, with the respective clerks of such counties, certifying to the territory so annexed and giving a description thereof. S !;<. 97. Upon a petition of not less than fifty voters of any high school district, filed with the township treasurer at least fifteen days preceding the regular election of members of the board of education for such high school district, it shall be the duty ofthe treasurer to notify the voters of such district that an election "for" or "against" the estab- lishment of a manual training department for such high school will be held at the next annual election of the board of education by posting notices of such election in at least ten of the most public places through- out the township for at least ten days before the day of such regular election, which notice may be in the following form, to wit: HIGH SCHOOL ELECTION. Xotice is hereby given that on Saturday, the day of April, 1 , an election will be held at the for the purpose of voting "for" or "against" the proposition to establish a manual training department for the high school in township Xo , 18 I H S 274 range No The polls will be opened at o' clock. . . . M., and closed at. . . .o'clock. , . .M. Township Treasurer. The ballots for such election shall be canvassed as in other elections, and may have on them the names of the persons voted for at such elec- tion. If a majority of the votes cast shall be in favor of establishing a manual training department for the high school in such district, it shall be the duty of the board of education to establish and maintain therein such department as a part of the high school. APPENDICES. APPENDIX C. THE TOWNSHIP HIGH SCHOOL LAW OF 1905. This law in no sense contravenes the general township high school law but provides another method of organizing township high schools. AN ACT to Authorize the Organization of High School Districts. SECTION 1. Be it enacted by the People of the State of Illinois rep- resented in the General Assembly, When any school township not con- stituting the whole or any part of a township high school district shall contain a school district having a population of not less than eight thousand (8,000) and not over one hundred thousand (100,000) in- habitants, whether such school district is acting under the general school law or organized and acting under a special charter, such school town- ship may become organized as a high school district by submitting the question of such organization to a vote of the people of such township at a special election to be called and held in the following manner, to wit : Upon a petition of not less than fifty (50) legal voters of any such school township, filed with the county superintendent of schools of the county wherein such township or the greater part thereof may be sit- uated, he shall within ten days thereafter notify the voters of said town- ship that an election "for" or "against" a high school district in said township will be held at the usual place or places of holding elections in said township for the election of trustees of schools, by posting notices of such election in at least ten of the most public places throughout such township for at least ten days before the election, which notices may be in the following form : HIGH SCHOOL DISTRICT ELECTION. Notice is hereby given that on , the day of A. D , an elec- tion will be held at for the purpose of voting "for" or "against" the proposition to establish a high school district in and for the benefit of township No , Range No The polls of said election will be open at o'clock and close at o'clock of said day. County Superintendent of Schools of County. Such election shall be held within twenty days after the filing of said petition and shall be conducted and the ballots cast thereat shall be canvassed and the returns thereof made to said county superintendent of schools as and within the time and the manner provided for election of school trustees in and by article three (3) of "An Act of the General Assembly of the State of Illinois, entitled, 'An Act to establish and main- tain a system of free schools/" approved May 21, 1889, and the amend- ments thereto, and if a majority of the votes cast at such election shall be found to be in favor of a high school district such township shall constitute a school district under this Act for high school purposes. SEC. 2. The members of the board of education of such school dis- trict so containing not less than eight thousand (8,000) inhabitants to- gether with such additional members to be selected from the respective boards of directors or boards of education, as the case may be, of the several other school districts situated within such school township as may be determined upon, shall constitute the board of education of such high school district, and such board, when chosen, organized and qual- ified, shall have the powers and discharge the duties respectively of the board of education of said school district in such township having over eight thousand (8,000) inhabitants. SEC. 3. The county superintendent of schools of the county wherein such township or the greater part thereof shall be situated, shall within ten days after the returns of such election shall have been made to him, determine the number of members of the board of education of such high school district to be chosen from the respective boards of the several school districts in such school township in the following manner, to wit : He shall first obtain a ratio of representation by dividing the number of persons under twenty-one years of age residing in such school district containing over eight thousand (8,000) inhabitants as ascertained by the last preceding enumeration, by the full number of members consti- tuting the board of education thereof and then assign to each of the other districts in such township one member of such board for each time such ratio may be contained in the respective number of such persons under the age of twenty-one years residing in each of such other districts as ascertained as aforesaid: Provided, however, that in case the total number of such members determined in the manner aforesaid shall ex- ceed fifteen, then the said superintendent shall divide the entire number of such persons under the age of twenty-one years residing in such town- ship by fifteen (15) and thereby obtain a new ratio and then make an apportionment between all the primary school districts in such school township, upon the basis of such new ratio, assigning one member for every time such ratio shall be contained in the number of such persons residing in each of such districts respectively, and one member for the largest fractions of such ratio, if necessary, to make the total number equal to fifteen, and within three days thereafter said superintendent shall notify the president of each of the said boards of said primary school districts of the result of such apportionment and that said boards must make a selection of the number of members of said high school board of education, each of their respective school districts shall be en- titled to. When ten days after such notice shall have been given, the said respective boards of the primary school districts in such township shall meet upon a call of the 'president thereof and elect by ballot the number of members of such high school district, such primary school districts may be entitled to respectively, and the president and secretary of said boards shall certify the result of such election in writing to the said county superintendent within three days thereafter, and thereupon the said county superintendent shall appoint a meeting of the several persons so chosen, for the purpose of organization, and give each person so chosen, notice by mail postpaid of such meeting and the time and place thereof. SEC. 4. Said board shall organize by appointing one of their num- ber president and some person who shall not be a member of such board but who shall be a resident of such high school district, treasurer, who shall be ex officio clerk of such board : Provided, that this board may, by a resolution to be adopted by a two-thirds vote of all the members thereof, determine to elect one of its own members secretary and fix his compensation and the term of fris office, and by a like resolution, said board shall determine when the term of office of the president and treas- urer shall commence. The treasurer shall execute a like bond to the board of education in the same manner with like sureties and with the same force and effect as the bonds which are required to be given b t y township treasurers in and by article four (4) of said Act, and shall exercise the power and discharge the duties of his office in the same man- ner, as near as may be, as is required by such township treasurers and shall hold his office for one year and until his successor is appointed and qualified, but may be removed by the board for good and sufficient cause. SEC. 5. The president shall hold his office for one year and until his successor shall be appointed, but he may be removed by the board for good and sufficient cause. It shall be his duty to preside at all meetings of the board and it shall be the duty of the clerk to be present at all meetings of the board, and to record in a book to be provided for that purpose all of their official proceedings, which book shall be a public record, open to the inspection of any person interested therein. All of said proceedings when recorded shall be signed by the clerk. If the pres- ident or the clerk shall be absent or refuse to perform any of the duties of his office at any meeting of the board, a president or clerk pro tern may be appointed. SEC. 6. For the purpose of building school houses, supporting schools and paying other necessary expenses, the townships for the bene- fit of which a high school district may be established under the provisions of this Act, shall be regarded as school districts and the board of edu- cation thereof shall have power and authority to levy a tax annually upon all the taxable property of such high school district of one-half the amount which boards of education of township high schools organ- ized and acting under the provisions of sections 38, 39, 40, 41 and 42 of article three (3) of said Act, now have power and authority to raise. It shall be the duty of such high school board of education to establish at some central point most convenient to a majority of the pupils of the district, a high school for the education of the more advanced pupils and said board may establish and maintain a manual training department and a domestic science department. SEC. 7. High school districts organized under the provisions of this Act may borrow money and issue bonds therefor for the purposes and in 278 the manner authorized and provided in and by an Act entitled,. "An Act to authorize the certain school districts to issue bonds for certain pur- poses/' approved May 10, 1901 : Provided, however, that the amount so borrowed shall not exceed three-fourths the amount authorized by said Act, SEC. 8. One or more school districts adjoining any high school dis- trict organized and existing under this Act may be annexed to such high school district and become a part thereof by a joint resolution or resolu- tions to be adopted by a vote of a majority of all the members of the board of directors or board of education of the district or districts so to bo annexed, and by a majority vote of all the members constituting the said board of education of such high school district, which joint resolu- tion or resolutions shall set forth specifically the terms and conditions of such annexation, and shall provide that such district or districts so to be annexed shall contribute such amount as may be agreed upon toward the cost of any school house or school house lot or other such school property owned by such high school district at the time of the annexa- tion, which amount or amounts so agreed upon and fixed, shall be raised by the respective boards of the district or districts so being annexed in the same manner as such district might have raised a like amount for the purpose of building school houses therein, and when so raised, the same shall be used to pay any existing indebtedness theretofore incurred by such high school district, in the manner to be determined upon by said board: Provided, however, that before any such resolution for the an- nexation of any such district or districts shall take effect and be in force, the question of the adoption of the same shall be submitted to the legal voters of such said high school district and of the districts pro- posed to be annexed at elections to be called and held in the same manner as elections for township high schools under sections 38, 39 and 40 of article three (3) of the act mentioned in the first section of this act, and a majority of the votes cast in each district at such elections shall be required in order to adopt such resolution. APPKOVED May 12, 1905. APPENDICES. APPENDIX D. The township high school law of 1911 sought to make easier the or- ganization of community high schools. Section six is the significant part of this law. AN ACT to Authorize the Organization of High School Districts. SECTION 1. Be it enacted ly the People of the State of Illinois, rep- resented in the General Assembly, That any school township that con- tains a school district having a population of 1,000 or more and not ex- ceeding 100,000 inhabitants, whether operating under the general school law or governed by virtue of a special Act, may be organized into a high school district by submitting the proposition to a vote of the people at a general or special election. SEC. 2. Upon the receipt of a petition signed by fifty or more legal voters, the county superintendent of schools of the county in which the township or the greater part of the territory described in the petition is situated, shall forthwith order an election to be held for the purpose of voting "for" or "against" the proposition to establish a township high school, by posting notices for at least ten days in ten of the most public places throughout the township or territory, which notices may be sub- stantially as follows: NOTICE OF ELECTION. Xotice is hereby given that on the day of ,1 , an election will be held at . . . for the purpose of voting "for" or "against" the proposition to establish a township high school for the benefit of the inhabitants of township (or territory) The polls will be opened at o'clock m., and closed o'clock m. A B County Superintendent. In townships divided equally by county lines, the elections shall be in charge of the superintendent of schools of the county in which the sixteenth section is situate. SEC. 3. The elections required by this Act shall be conducted by the trustees of schools, boards of education or boards of directors, designated by the county superintendent of schools, to whom all returns shall be made within five days. The ballots shall be in substantially the follow- ing form, to wit : 280 For the establishment of a township high school Against the establishment of a township high school The voter shall make an X or cross-mark in the square following and opposite the proposition favored, and the ballot shall be so counted. SEC. 4. If a majority of the votes cast shall be in favor of establish- ing a township high school, the count}' superintendent of schools shall forthwith order an election to be held within thirty days, for the purpose of selecting a township high school board of education, to consist of a president and six members, by posting notices for at least ten days in ten of the most public places throughout the township or territory, whicri notices may be substantially as follows : NOTICE OF ELKCTIOX. Notice is hereby given that on , the day of , an election will be held at for the purpose of electing a township high school board of education, to consist of a president and six members. The polls will be opened at o'clock m., and closed at o'clock m. A - B County Superintendent. Two of the members shall be elected for one year, two for two years, and two for three years, and each year thereafter two members shall be elected to serve for three years. The president shall be elected annually. All subsequent elections shall be held on the second Saturday of April, annually. SEC. 5. For the purpose of supporting a high school, the township or territory for the benefit of which a high school is established under the provisions of this Act, shall be regarded as a school district, and the board of education thereof shall, in all respects, have the powers and dis- charge the duties of boards of education elected under the general school law. SEC. 6. The inhabitants of any contiguous and compact territory, whether in the same or different townships, upon a petition signed by at least fifty legal voters and an affirmative vote in such territory, may establish, in the manner provided by this Act, a township high school for the benefit of the inhabitants of the territory described in the petition. SEC. 7. A school district or any part thereof, adjoining a high school district organized pursuant to this Act, may be annexed to such high school district and become a part thereof, by a concurrent resolution adopted by the boards in each district. Before the resolution shall take effect, however, the proposition shall be submitted, under the provisions of this Act, to a vote of the people of the territory desiring annexation, and a majority of the votes cast shall be required in order to adopt such resolution. SEC. 8. When any entire high school district desires to discontinue the township high school, the county superintendent., upon the receipt of a petition signed by a majority of the legal voters of the said district, shall, forthwith, order an election to be held in the manner provided by this Act. for the purpose of voting "for" or "against" the proposition to discontinue the township high school. If two-thirds of the ballots cast at the election shall be in favor of .discontinuing the township high school., the county superintendent shall direct the high school board of education to discharge all outstanding obligations and to distribute the remainder of the assets of the high school district to the underlying districts and parts of districts in proportion to the assessed valuation of all the property of such districts and parts of districts : Provided, that an election to discontinue the township high school shall not be called within the period of two years from the establishment of such township high school, nor within a period of two years following any such election called to discontinue the township high school. When a township high school shall be discontinued by an order of any court of competent juris- diction, the assets of the high school district shall he distributed in the manner provided by this section. (Added by an Act approved June 26, 1915.) Ai'i'KOVKD June 5, 1911. APPENDICES. APPENDIX E. THE GENERAL TOWNSHIP HIGH SCHOOL LAAV J X ITS AMENDED FOKM. Below is given the text of the General Township High School Law as amended by the Fiftieth General Assembly in 1917, after this study was completed and in the press. In this text sections 85 to 87, inclusive, and also section 97, are omitted as they were not amended. For these sections, see Appendix B. Sections 85 to 97, inclusive, constitute the General Township High School Law. An opportunity at the last moment is offered to include the law referred to in this publication. In the fall of 1916 the educational interests of the State were thrown into confusion by two far reaching decisions of the State Supreme Court. One of these pertained to the payment of the tuition of high school pupils living in school districts which do not maintain high schools. A law approved in 1913 had provided that the school districts should pay the tuition. In 1915 this law was repealed by the passage of another which provided that the tuition should be paid by the county superintendent out of the Distributable Fund before this fund was apportioned to the various school districts. The Township High School Law as amended in 1917 provides that all the non-high school territory in each county shall be organized into a non-high school district the function of which i^ to pay this tuition. The provisions regarding this non-high school di~- trict are enumerated in sections 93 to 96 of the law as printed below. The other decision referred to invalidated the Township High School Law of 1911. It was the purpose of the law of 1911 to permit the organization of community high schools based upon compact and contiguous territory without adequate limitations of political boundaries. The educational development of the State imperatively demanded some such legislation. As stated above, however, this law was found by the Supreme Court to be drawn in unconstitutional form. The Township High School Law, however, as amended in 1917, accomplishes the purposes aimed at in the law of 1911 much more effectively. By the provisions of this amended law the entire State becomes high school territory, either in the form of high school districts maintaining high schools or in the form of non-high school districts paying the tuition of high school pupils resident in them. Moreover, this law provides for the formation of community high schools based upon compact and contiguous territory. In addition to that, it provides for their organization on well defined and just princi- ples. In this study it has been found that high schools perform their 283 function better if (1) their territorial basis is adequate in extent to provide funds; (2) if there are sufficient prospective high school students to provide an efficient school; and (3) if all parts of the proposed dis- trict is accessible. These requirements are all incorporated in the law. In Chapter II on the constitution of the township high school it was shown that there were eight different classes of township high schools which might be formed depending on the nature of the territorial units out of which they were formed. Six of these classes are included in this revision without change in language. Two of these (1) the remainder of a township after a township high school has been organized, and (2) any school district are omitted. These two are omitted for the obvious reason -that they come under the provision for the organization of com- pact and contiguous territory into a community high school district. The law as revised is given below with the exception that sections 85 to 87, inclusive, and also section 97, are not included here since they were in no way amended. For these sections see Appendix B. The extent of the changes made in the law may be learned by reading Appendix A in comparison with Appendix E. AN ACT to amend sections 88, 89, 90, 91, 92, 93, 94, 95 and 96 of an act entitled, "An Act to establish and maintain a system of free schools," approved and in force June '12, 1909, as subsequently amended, and to repeal conflicting statutes. SECTION" 1. Be it enacted "by the People of the State of Illinois, represented in the General Assembly : That sections 88, 8-9, 90, 91, 92, 93, 94, 95 and 96 of an act entitled, "An Act to establish and maintain a system of free schools," approved and in force June 12, 1909, as sub- sequently amended, be amended so that said sections shall read as fol- lows: SEC. 88. The inhabitants of any territory composed of parts of adjoining townships or of a congressional township and parts of one or more adjoining townships may create such territory into a high school district by a petition signed by at least 50 legal voters and an affirma- tive vote in such territory, and may elect a board of education therefor, as in other high school districts. When part of a township has been included in any high school district pursuant to any of the provisions of this act, the remainder of such township, not included in any high school district, shall constitute a township for high school purposes. When any city in this State having a population of not less than one thousand and not exceeding one hundred thousand inhabitants lies within two or more townships, that township in which a majority of the inhabitants of the city reside shall, with the city, constitute under this act a school township for high school purposes. When any township in any county under township organization shall contain two political towns divided by an unbridged navigable stream as recognized by the United States, each of which shall contain a city of not less than one thousand nor more than one hundred thousand inhabitants, each town shall constitute a township under this act for high school purposes. SEC. 89. Upon the receipt of a petition signed by fifty or more legal voters residing" in any compact and contiguous territory described in 284 said petition, whether in the same or different townships, the county superintendent of schools of the county in which the territory or the greater part thereof described in the petition is situated, shall order an election to be held for the purpose of voting "for" or "against" the proposition to establish a community high school, by posting notices for at least ten days in ten of the most public places throughout the territory described in the petition, which notices may be substantially in the following form : NOTICE OF ELECTION. Notice is hereby given that on the day of , IJ). .... an election will be held at for the purpose ol' voting "for" or "against" the proposition to establish n community high school for the benefit of the inhabitants of the fol- lowing described territory : The polls to be opened at. o'clock. . . . M., and closed at o'clock . . . . M. A B County Superintendent. Said community high' school district shall be formed, as far as practicable, about a community center, and have sufficient territory, assessed valuation, and prospective high school pupils to form a satis- factory and efficient high school, and it shall be the duty of the county superintendent ' of schools before calling the election to consider the form, size, and assessed valuation of the proposed high school district and the number of prospective high school pnpils in the same, and if in his judgment the proposed district does not meet the requirements heretofore specified in this section he may refer the petition back to the petitioners with recommendations as to changes before he calls the election, or he may deny the prayer of the petition. Provided, ho-ic- ever, that in forming these high school districts, existing school districts shall not be divided by high school district boundaries, except where in the judgment of the county superintendent of schools of the county in which the larger part of the proposed high school district lies, it is neces- sary in order to make a compact and satisfactory high school district. If a majority of the votes cast at said election shall be in favor of establishing a community high school, the county superintendent shall forthwith order an election to be held within thirty clays for the purpose of electing a community high school board of education to consist of five members. The members elected shall determine by lot at the first meeting the length of term each is to serve. Two of the members shall serve for one year, two for two years, and one for three years, from the third Saturday of April next preceding their election. At the expiration of the term of office of any member or members, the successor or successors shall be elected, each of whom shall serve for three years, which subsequent election shall be held on the third Satur- day in April. The manner "of holding elections shall be governed by sections 126 and 136a of the General School Law. In case of a vacancy the remaining members shall fill said vacancy by appointment until 285 the next regular election. Within ten days after their election the mem- bers of the community high school board of education shall meet and organize by electing one of their number president and by electing a secretary. It shall be the duty of such board of education to establish at some central point most convenient to a majority of the pupils of the district a community high school providing for four years of high school work : Provided, however, that if a majority of the votes cast at said election shall be against the establishment of a community high school, there shall not be another election held for a like purpose for a period of one year. The expense of all elections called by the county superintendent of schools under the provisions of this act shall be paid by the county. SEC. 90. An ex officio board composed of the county superintendent of schools, the county judge and county clerk, may in its discretion change the boundaries of any township or community high school dis- tricts so as : First To detach territory from one high school district and add the same to another high school district when petitioned by two-thirds of the legal voters residing within the territory described in the petition asking that said territory be detached from one high school district and added to an adjacent high school district, or when petitioned by a ma- jority of the legal voters of each high school district. "Second To create a community high school district from territory belonging to one or more high school districts when petitioned by two- thirds of the legal voters residing within the territory described in the petition asking that such territory be created into a new community high school district. Tliird To detach territory from a high school district and add the same to a non-high school district when petitioned by two-thirds of the legal voters residing within such territory. Fourth To annex territory not within a high school district to a high school district upon petition of two-thirds of the legal voters residing within such territory. Fifth To create a community high school district from territory belonging to one or more high school districts, together with territory from a non-high school district when petitioned by a majority of the logal voter? residing within each of respective districts and non-high school territory above described. If the districts involved in the change of boundaries lie in two or more counties, the change mav be made by the concurrent action of the ex officio boards of said countiV-. In all cases involving the change of boundary of high school dis- tricts an appeal may be taken to tho Superintendent of Public Instruc- tion, and tho Superintendent of Public Instruction, on appeal, shall have authoritv to order a change in boundaries of all abnormal high school districts with a view of making each high school district consist of compact and contiguous territory comparatively easy of access to all the pupils of the district, and to the end that justice shall be done. The ox offlrio board vested with power to change the boundaries of any township or community high school district shall, after the filing of rmv petition as provided above, give thirtv days' public notice, by post- 286 ing in at least five public places in each district whose boundaries are to be affected, of a public hearing upon such petition, and at such hearing the ex officio board shall hear objections if any against such proposed change. Within ten days after a high school district has been established under the provisions of this act or after any change is made in the boundaries of any district or districts the county superintendent of schools shall make and file with the county clerk a map of the high school district or districts established or involved in any change of boundaries. Within thirty days of the election of the board of education of a high school district as contemplated by this act, the county superin- tendent of schools shall file in the office' of the county clerk a transcript certified to by him showing all the steps taken and proceedings had in the organization of said high school district. If any high school district organized under any of the provisions of this act, or organized under any statute in force at the time of its organization, or legalized by any statute, shall for one year fail to main- tain a recognized high school it shall be the duty of the ex officio board of the county in which the larger part of the district lies to dissolve said high school district and attach the territory of the district to other high school districts, or to non-high school districts, or in part to both. All funds or property of such district shall be distributed by the county superintendent of schools as provided in section 92 of this act. The necessary traveling expenses of the ex officio board shall be paid by the county. SEC. 91. For the purpose of building schoolhouses, conducting and supporting the high school and paying all necessary expenses, the ter- ritory for the benefit of which a high school is established under any of the provisions of this act, and all high school districts organized under any statute in force at the time of their organization, and all high school districts legalized by statute, shall be regarded as school districts, and the board of education of each of said high school districts shall in all respects have the powers and discharge the duties of boards of education elected under the General School Law: Provided, however, that in all elections held under the provisions of this act the board of education shall have the power to establish a suitable number of voting precincts for the accommodation of voters of the district in which said election is held, and shall fix the boundaries of said precincts, and designate one polling place in each, which precincts shall be composed of contiguous territory in as compact form as may be for the con- venience of the electors voting therein. Said board shall appoint two judges and one clerk for each polling place, assigning so far as prac- ticable at least one member of such board to each polling place. Notice of all such elections shall be in the form now prescribed by law and be posted by the said board of education in at least ten of the most public places in each of said voting precincts, at least ten days previous to the day of election. SEC. 92. WTien the inhabitants of anv township or community high school district desire to have said district discontinued, the county super- intendent of schools of the county in which said district or the larger 287 portion thereof is situated, upon receipt of a petition signed by fifty legal voters of said district, shall forthwith order an election to be held in the manner provided in section 89 of this act for the purpose of voting "for" or "against" the proposition of discontinuing the high school named in said petition. If two-thirds of the ballots cast at said election shall be in favor of discontinuing the high school, the county superin- tendent of schools shall direct the high school board of education to discharge all outstanding obligations, to distribute the remainder of the assets of the high' school district to the underlying school districts and parts of districts in proportion to the assessed valuation of all the prop- erty of such school districts and parts of districts: Provided, that the election called to vote upon the proposition of discontinuing a high school shall not be called within the period of two years from the establishment of such high school district, nor within a period of two years following any such election called to vote "upon the proposition of discontinuing such high school. When a high school shall be discontinued by order of any court of competent jurisdiction the assets of said high school district shall be distributed in the manner provided by this section. SEC. 93. In each county of the State, all the territory of the county not included in a township high school district, or a community high school district, or a district maintaining a recognized four year high school, shall be organized into a non-high school district for the purpose of levying a tax to pay the tuition of all eighth grade graduates residing in such non-high school district,^ including pupils attending a recognized two or three year .high school conducted by a local school district. The board of education for said non-high school district shall be constituted as follows: The county superintendent of schools shall be an ex officio member of said board and secretary thereof but he shall have no vote. The remaining members of the non-high school district board shall be elected as follows: On or before August 1, 1917, the county superin- tendent of schools shall call an election for the purpose of electing three members of the board of education of said non-high school district, and shall designate a sufficient number of precincts and polling places and select the judges and clerks for such election. At the first meeting of said board the length of the term of each of the said three elected mem- bers shall be determined by lot. One of said members shall serve for one year, one for two years, one for three years from the third Saturday of April next preceding their election. At the expiration of the term of office of any elected member or members a successor or successors shall be elected, who shall serve for three years. Each subsequent election shall be held on the thjrd Saturday in April. In case of a vacancy in the said board of education the remaining members shall fill the vacancy by appointment until the next annual election. Within ten days after the election the members of said board of education shall meet and organize by electing one of their number president. The nomination of candidates for members of the board of education for the non-high school district shall be made only by petition. All nominating petitions shall be filed with the county superintendent of schools at least fifteen days before the date of election. All petitions shall be signed by at least fifty legal voters of the district. The names of the candidates shall be printed on the ballot in the order in which the petitions are filed with the county 288 superintendent of schools. The first election for members of the board of education for the non-high school district shall he held at the polling places of the district comprising the non-high school territory and the judges and clerks of the district election boards shall receive and canvass the ballots and seal and mail them to the county superintendent of schools. The county superintendent of schools shall file the results of said election with the county clerk. The ballots to be used at the election held for the selection of members of the board of education of the non- high school district shall be furnished by the county and shall be in the form prescribed by the county superintendent of schools. Voters shall make a cross mark in the square preceding the name or names of the candidates of his choice and the ballots shall be so counted. At all suit- sequent elections in the non-high school districts the vote shall be can- vassed by the non-high school board and the results filed with the county clerk. The polling place for subsequent elections in the non-high school district shall be designated by the board of education of the non-high school district. The manner of holding elections shall be governed by sections 126 and 126a of the General School Law, except where otherwise specifically directed herein. None of the provisions of this act regarding the establishment of non- high school districts shall be construed to prevent the organization of any territory of such non-high school districts, into township or community high school, school districts. SEC. 94. The board of education of a non-high school district shall have the following powers and it shall be its duty : First To levy a tax annually upon all the taxable property of such nonhigh school district, not to exceed one per cent upon the valuation to be ascertained by the last assessment for State and county purposes, for the purpose of paying the tuition of all eighth grade graduate^ residing within such non-high echool district, attending any two, three or four year recognized high school. Such tax levy shall be certified and re- turned to the county clerk on or before the first Tuesday in October. The certificate shall be signed by the president and secretary of the board and may be in the following form, to wit: CERTIFICATE OF TAX LEVY. We hereby certify that we require the sum of dollars to be levied as a special tax to pay the tuition of graduates of the eighth grade residing in the non-high school district of , county on the equalized assessed valuation of the taxable property of our non- high school district. Signed this day of . v , 19 . . . . A B , President. r D , Secretary. A failure to certil'v and return the certificate of tax levy to the county clerk in the time required shall not vitiate the assessment. Second To issue orders on the county treasurer on or before the first Tuesday of May of each- year for the payment of the tuition of eighth grade graduates residing within such non-high school, district attending a recognized high school, provided such attendance shall bo certified to said board by the board of education of the high school 289 attended. Such orders shall be payable out of any funds belonging to said non-high school district. Third To make such reports as may be required by the State Superintendent of Public Instruction and by the county superintendent of schools. Fourth To pay election expenses and other necessary incidental expenses out of the funds of the non-high school district. SEC. 95. The county treasurer shall be the treasurer of the non- high school district of the county. He shall receive and hold all moneys belonging to said district and shall pay out the same upon lawful orders issued by the board of education of said non-high school district. He shall report to the secretary of the board of education of the non-high school district on or before the thirtieth day of June annually the receipts and expenditures of funds belonging to said district and the balance on hand. He shall make annually a complete report to the county superintendent of schools, including therein whatever statistics may be required by the county superintendent and shall perform such other duties in connection with the non-high school district as are per- formed by the township treasurers for school districts as required by the General School Law. SEC. 96. Upon the approval of the county superintendent of schools any high school pupil may attend a recognized high school more con- venient in some district other than the high school district in which he resides and the board of education of the high school district in which said pupil resides shall pay the tuition of such pupil, provided, said tuition shall not exceed the per capita cost of maintaining the high, school attended. Any eighth grade graduate residing in a non-high school district may attend any recognized two, three or four year high school, and his tuition shall be paid by the board of education of the non-high school district in which he resides. An eighth grade graduate in the meaning of this act is any person of school age who gives satisfactory evidence of having completed the first eight grades of school work by presenting a certificate of pro- motion issued by the home school board, or by passing an examination given by the county superintendent of schools or by passing an examin- ation given by the school attended. A recognized high school in the meaning; of this act is any public high school providing a course of two or more years of work approved by the Superintendent of Public Instruction. The tuition paid shall in no case exceed the per capita cost of main- taining the high school attended, excluding therefrom interest paid on bonded indebtedness, which shall be computed by dividing the total cost of conducting and maintaining the said high school by the average number of pupils enrolled including tuition pupils. SEC. 2. An Act entitled, "An Act to provide high school privileges for graduates of the eighth grade," approved June 26, 1913, in force July 1, 1913, and all other acts and parts of acts in conflict with this amending act are hereby repealed. APPROVED June 22, 1917. 19 I H S 290 APPENDICES. APPEXDIX F. HIGH SCHOOL DISTKICTS VALIDATED. When the Township High School Law of 1911 was declared uncon- stitutional in the fall of 1916 many high schools had been organized under it. These schools were in all stages of development. Some were fully organized with building and complete equipment; others had only sold bonds for the purpose of buying a site and erecting a building. The decision of the court left them without legal status except as they might exist as de facto high schools. The Fiftieth General Assembly passed a law to validate these districts. This law is as follows : AN ACT to legalize the organization of certain high school districts. SECTION 1. Be it enacted by the People of the State of Illinois, represented in the General Assembly: That in all cases where a majority of the inhabitants of any contiguous and compact territory voting on the proposition, having voted at any election called for the purpose by a county superintendent of schools in favor of the organiza- tion of such territory into a high school district, and when at a subse- quent election similarly called and held 'a board of education has been -chosen for such district, each such election is hereby made legal and valid and such territory is hereby declared legally and validly organized and established as a high school district, and a valid and existing school district and body politic and corporate of this State for the purpose of establishing and maintaining a high school. The board of education acting for each such district is hereby declared to be the duly constituted corporate authority thereof, and each such board shall hereafter consist of a president anci six members, and shall be elected and organized in the same manner and have the powers and discharge the duties of boards of education of school districts as provided by sections 123, 125, 126, 126a and 12? of an act of the General Assembly of the State of Illinois entitled, "An Act to establish and maintain a system of free schools," approved June 12, 1909. as said sections now exist or may from time to time be amended. SBC. 2. All acts and proceedings heretofore done, had or performed by each such district and the persons from time to time elected and acting as the board of education thereof, such as are authorized to be done, had or performed by school districts or boards of education thereof by the general school laws of -this State are hereby declared to be legal .and valid in all respects. 291 SEC. 3. Whenever there are two such districts which overlap in ter- ritory, that district which shall have first established and now continues to conduct a high school, is hereby validated and confirmed. SEC. 4. All pending actions attacking the organization of districts coming under the provisions of this act shall abate. SEC. 5. The invalidity of any section of this act shall not affect the remainder thereof. SEC. 6. WHEREAS, an emergency exists, therefore this act shall be in full force and effect from and after its passage and approval. APPROVED and in force June 14, 1917. ?? 5 ^* 4 *^ -- e be/ore -- e JUL 25 192 27,943 364449 UNIVERSITY OF CALIFORNIA LIBRARY