University of Texas Bulletin No. 2845: December 1, 1928 A STUDY OF THE BUILDING NEEDS OF SAN ANTONIO SENIOR HIGH SCHOOLS By T. H. SHELBY Professor of Education Dean of the Division of Extension and J. 0. MARBERRY Professor of Education Director of the Extension Teaching Bureau Division of Extension The University of Texas PUBLISHED BY THE UNIVERSITY OF TEXAS AUSTIN Publications of the University of Texas Publications Committees: GENERAL: FREDERIC DUNCALF C. H. SLe>VER J. L. HENDERSON G. W. STUMBERG H.J. MULLER HAL C WEAVER MRS. F. A. PERRY A. P. WINSTON OFFICIAL: E. J. MATHEWS R. A. LAW W. J. BATTLE F. B. MARSH C. D. SIMMONS The University publishes bulletins four times a month, so numbered that the first two digits of the number show the year of issue and the last two the position in the yearly series. (For example, No. 2901 is the first bulletin of the year 1929.) These bulletins comprise the official publica­tions of the University, publications on humanistic and scientific subjects, and bulletins issued from time to time by various divisions of the University. The following bureaus and divisions distribute bulletins issued by them; communications concerning bulletins in these fields should be addressed to the University of Texas, Austin, Texas, care of the bureau or division issuing the bulletin: Bureau of Business Research, Bureau of Economic Geology, Bureau of Engineering Research, Interscholastic League Bureau, and Division of Extension. Communications concerning all other publications of the University should be addressed to University Publications, University of Texas, Austin. Additional copies of this publication may be procured from the Division of Extension, University of Texas Austin, Texas UNIVERSITY OF TEXAS PRESS University of Texas Bulletin No. 2845: December 1, 1928 A STUDY OF THE BUILDING NEEDS OF SAN ANTONIO SENIOR HIGH SCHOOLS By T. H. SHELBY Professor of Education Dean of the Division of Extension and J. O. MARBERRY Professor of Education Director of the Extension Teachinir Bureau Dlvi•ion of Extension The University of Texas PUBLISHED BY THB UNIVERSITY FOUR TIMES A MONTH. AND ENTERED AS SBCOND·CLASS MATTER A.T THE POSTOFFICE AT AUSTIN, TEXAS, UNDER THB ACT OF AUGUST 24, 1912 The benefits of education and of useful knowledge, generally diffused through a community, are eaaential to the preservation of a free govern• ment. Sam Houston Cultivated mind ia the guardian genius of democracy. . . • It is the only dictator that freemen acknowl· edge and the only security that Er-· men desire. Mirabeau B. Lamar CONTENTS PAGE Foreword 5 Introduction ----------------------------------------------------------------------------------7 Chapter I. Growth in Scholastic Population and in Secondary School Enrollment______________________________________________ 9 Chapter II. Chapter III. Is San Antonio Serving Effectively Its Pupils of High-School Age?------------------------------------------­-----­Evaluation of the Senior High School Plants________ 15 24 Chapter IV. Seating and Laboratory Accommodations in Main Avenue High SchooL________________________________________ 43 Chapter V. Room Assignments to Teachers at Main Avenue High School___________________________________________________________ 48 Summary and Recommendations------------------------------------------------------51 TABLES PAGE I. Growth in Scholastic Population: 7 to 17, Inclusive, for Ten Years, 1919-1920 to 1928-1929____________________________ 9 II. Report on Number of Children in the Elementary Schools Having Spanish Names-March, 1927_________________________ 10 III. Report on Number of Children in the High Schools Hav­ing Spanish Names-March, 1927---------------------------------11 IV. Enrollment in High Schools (Grades 8, 9, 10, and 11) for Eight Years, 1920-1921 to 1927-1928______________ 12 V. Enrollment in Senior High Schools (Grades 9, 10, and 11) for Five Years, 1923-1924 to 1927-1928________________ 14 VI. Enrollment by Ages, Grades, and Sexes in the Senior High Schools for 1927-1928------------------------------------------15 VII. Number of Pupils of Each Age Enrolled in the Elemen­tary Schools for 1927-1928-------------------------------------------15 VIII. Enrollment by Ages, Grades, and Sexes in the Junior High Schools for 1927-1928-----------------------------------------17 IX. Report on Rooms Used in Evening School in Main Avenue High School for 19 2 7-1928--------------------------------------------23 :X. Scores Allotted to Brackenridge High School Plant__________ 24 XI. Scores Allotted to Main Avenue High School Plant__________ 28 XII. Scores Allotted to High School Buildings in Ten Surveys by Judges Using the Strayer-Engelhardt Score Card ---32 XIII. Scores Allotted on Major Items of the Strayer-Engelhardt Score Card to the Senior High School Plants_____________ 42 XIV. Use Made of Recitation Rooms during the Regular School Day in the Main Avenue High School for 1927-1928___ 44 XV. Excess Seating Over Normal Room Capacity in the Main Avenue High School for 1927-1928------------------------------46 XVI. Use Made of All Rooms Other Than Recitation Rooms During the Regular School Day in the Main Avenue High School for 19 2 7-192 8------------------------------------------46 XVII. Room Assignment to Teachers in Main Avenue High Schoo1 for 19 2 7 -192 8----------------------------------------------------4 9 MAP PAGll 1. Number of Children 15, 16, and 17 Years of Age in Each Elementary School District, etc·--------------------------------------------------16 FIGURES PAGll 1. Percentage Increase in High School Enrollment (Grades 8, 9, 10, and 11) Compared With the. United States as a Whole for the Years 1920-1927--------------------------------------------18 2. Graphic Representation of Scores Allotted to Brackenridge High School Plant------------------------------------------------------------41 3. Graphic Representation of Scores Alloted to Main Avenue High Schoo1 Plant-----------------------------------------------------------------41 FOREWORD This is the fourth school study which has been undertaken by the Bureau of School Inquiry of the Division of Exten­sion. Other studies made in cooperation with members of the staff of the School of Education are: A Survey of the Galveston Public Schools, A Survey of the Schools of the Goose Creek Independent School District, and A Prelimi­nary Study of the Laredo Public Schools. The present study is limited to a consideration of the building needs of the senior high schools of San Antonio. A feature of the study to which much attention was given was an effort to determine potential high-school enrollment by determining the number of children of ages 15, 16, and 17 in each elementary school district in the city. This not only gave the potential demands, in a general way, but it indicated geographical distribution, which is an important factor in locating new high-school buildings. INTRODUCTION At the invitation of Superintendent Marshall Johnston and the San Antonio Board of Education in the early spring of 1928, this study was undertaken by the Bureau of School Inquiry of the Division of Extension, the University of Texas. The chief problem faced by the staff was to determine the adequacy and efficiency of the present senior high school facilities on the basis of : 1. Present enrollment in these schools. 2. Potential demands, which may become actual, on account of growth in population and by attract­ing larger numbers to the high schools. 3. An evaluation of present buildings. 4. Through a study of population trends, to reach some general notion of the proper location of new buildings. The work was undertaken by Dr. J. 0. Marberry, Director of Extension Teaching and Professor of Education in the University of Texas, and the writer, with the cooperation of the general administrative officers of the San Antonio schools, and the high-school principals and teachers. The surveyors are especially indebted to Superintendent John­ston, Assistant Superintendent Knox, Secretary Sholz, and Principals Eakeley and Gotke for unfailing efforts to secure necessary data. The survey data were secured in part from first-hand study and observation and in part from official information furnished by school officers and school reports on file in the office of City Superintendent Johnston and the State Depart­ment of Education. The Brackenridge and Main Avenue plants were eval­uated by the use of the standard score card, constructed by Dr. Strayer and Dr. Engelhardt and used generally over the country for evaluating school buildings. University of Texas Bulletin The study, limited as it is, indicates that further study might profitably be pursued with respect to curriculum offering, child accounting, efficiency of instructional staff, a vocational program for San Antonio, etc. A well organ­ized research department, with the aid of such outside agencies as may be secured, could undertake these and other studies at a minimum of cost and with great profit to the system. San Antonio, on account of its population of foreign birth and of foreign descent, offers a field for such activities second to no other city in the United States. The small percentage of total school maintenance cost that would be necessary to support such a department would be practi­cally negligible. T. H. SHELBY, Dean of Extension. !.-GROWTH IN SCHOLASTIC POPULATION AND IN SECONDARY SCHOOL ENROLLMENT San Antonio shares with every other American city an annual increase in population in excess of the normal popu­lation growth throughout the country. This fact makes the problem of added school enrollments a perennial one. Table I gives the growth in school population for the ten-year period 1919-1920 to 1928-1929, inclusive. TABLE !.-GROWTH IN SCHOLASTIC POPULATION IN SAN ANTONIO FOR TEN YEARS, 1919-1920 TO 1928-1929: AGES 7-17 (Data from School Census Report to the State Department of Education) No. on Increase Over Percentage School Year Census Previous Year Increase 1919-1920_____________________ 31,477 1920-1921_____ ____ _________ _ 31,846_______________ ___ 369_______ _ __ _______ 1.1 1921-1922___ _ ______ _________ 34,494_____ _ ___________ 2,648___________________ 8.3 1922-1923______________________ 35,559______ _________ ___ 1,065__________ _________ 3.1 1923-1924_____ ______ _ ______ 36,801___ _ ______________ 1,242___________________ 3.5 1924-1925_____________________ 37,915_____________ ____ 1,114______________ 3.0 1925-1926______ _____ __________ 38,599___________________ 684_______________ 1.8 1926-1927__ __ _ ______ __ __ 39,565__ _ ____ _______ 966___________ __ ___ 2.5 1927-1928______ ____ _ _______ 41,624____ _______________ 2,059___ _________ ___ 5.2 1928-1929_ _ __________________ 44,300___ __ _____ ____ 2,676________________ ___ 6.4 Increase for the ten-year period, 12,823. Per cent of increase, 40.7. The increase in school population is constant from year to year, though varying in amount of increase. It is notice­able that the increase of the last two years is far greater than the average for the ten years and exceeds that of any other year except one (1921-1922). The percentage of increase for the ten years is 40.7, more than one-fourth of which occurred during the last two years. The total increase for the period is 12,823 children, rep­resenting a total population increase in the city of some 60,000 people. Such an increase calls for a program of building expansion running into millions of dollars, and if such growth represented a newly developed city, the people would not hesitate to vote millions for securing educational facilities of the right sort. Table II gives the enrollment in elementary schools and Table III gives the same data for junior and senior high schools. The number belonging, as of March, 1927, is given, together with the percentage of those enrolled and of those belonging which had Spanish names. These tables are indicative of the problem of secondary education in San Antonio on account of the Mexican and Spanish population. TABLE Il.-REPORT ON NUMBER OF CHILDREN HAVING SPANISH NAMES IN THE ELEMENTARY SCHOOLS OF SAN ANTONIO-MARCH, 1927 No.of No.of School Total No. Enrollment!__________ 360 2____________ 369 3______________ 267 4________________ 5785_____________ 378 6_____,_ ________ 347 SpanishNames 338 363 131 223 266 13 Per Cent 96.6 64 46 37.3 67.7 3.7 Belong­ing 340 604 228 411 328 269 SpanishNames 328 333 122 11)6 226 9 Per Cent 96.4 66 53 40.3 68.9 3.8 7__________ ___ 618 8______________ 1,311 9____________ 926 599 1,311 738 97 96 79 581 1,162 879 569 1,122 703 97.6 96 79 10--~------­59711__________ 1,015 12_________ 331 13____ 574 197 659 70 66 33.3 65 21 11.3 536 906 309 481 175 60'5 61 56 32.6 66.6 20 11.6 14_______________ 409 160 31.1 395 167 39.8 15_ _______ _____ 509 210 41.5 402 171 42.2 16_______________17_____________ 366 310 42 127 11 40.9 339 286 38 118 11 41.4 18_____________ 362 56 16.1 330 64 16.4 19____ ______ _____ 666 20___________ ___ 591 2L___________ __ 1,383 22______ ___ ______ 570 450 19 1,365 46 67 5.4 98.6 8 695 339 1,271 658 418 18 1,249 46 70 6.8 98 8 23____ __ _______ _ 337 30 9 320 26 8 24_____________ 618 276 44.6 614 242 47 25____________ 26_____________ _ 203 583 203 37 100 6 178 563 178 33 100 6 27__________ ____ 28________________ 9.76 360 283 8 30 2 786 294 270 8 84 2.1 29___________ ___ 30__________ _____ 107 598 16 163 16 25 106 513 16 147 16.1 28.6 31_____________ _ 303 32_____________ 1,112 33______________ 379 107 1,112 313 36 100 82 212 959 338 91 959 276 42 100 82 34__ _____________ 142 14 10 136 8 6 18,383 9,980 54.2 16,367 8,998 54.9 They show that 54.2 per cent of the pupils enrolled in the elementary schools have Spanish names, while 24.2 per cent of the children in the junior high schools have Spanish names, and 9.3 per cent in the senior high schools have Spanish names. TABLE III.-REPORT ON NUMBER OF CHILDREN HAVING SPANISH NAMES IN THE HIGH SCHOOLS OF SAN ANTONIO-MARCH, 1927 Total No. of No.of Enroll- Spanish Per Spanish Per School ment Names Cent Belon1iing Names Cent Main Avenue High 1,662 Brackenridge High 1,866 210 120 12 6.4 1,660 1,558 190 112 11 7.1 3,528 330 9.3 3,218 302 9.3 Emerson Jr. High_Harris Jr. High___ Howth. Jr. High__ Irving Jr. High..___ Lanier Jr. High._ Page Jr. Hi~h____ Poe Jr. Hig ---------­Twain Jr. High___ 632 578 673 725 602 883 606 868 86 130 89 290 533 133 46 44 13.7 23.1 13 40 88 15 7 5 627 548 638 700 571 832 582 876 84 129 83 280 503 101 44 46 13.3 23.5 13 40 86 12 7 5.2 5,567 1,351 24.2 5,374 1,270 23.6 Logically, two deductions may be made. In the first place, San Antonio has a distinct advantage, financially, over a city like Houston or Dallas with a smaller foreign population, on account of the relatively small percentage of Spanish-speak­ing children who continue through junior and senior high schools. The State apportionment is on the basis of scho­lastic census. Free education extends through the high school and is paid for in part, at least, by State available funds. Ifchildren of Mexican descent attend high school in smaller numbers than do the non-Spanish speaking children in the city, the differential between the State support and total cost, which represents local support, is thereby re­duced. San Antonio profits, seemingly, from this condition, in the cost of public education. In the second place, children of foreign descent, many of them, at least, quite evidently need a different educational appeal and offering from children who come from native homes. The advantage that San Antonio enjoys on account of her foreign population is offset by the necessity of pro­viding a type of education of an industrial and vocational sort that is relatively more expensive than the sort given in an ordinary academic high school. That San Antonio has successfully met this problem, in part, is shown by the equipment and offering in industrial and vocational work at such junior high schools as the Sydney Lanier, where the children with Spanish names number 88 per cent of the total enrollment. It is also shown by the industrial and vocational courses in the senior high schools, especially in the Main Avenue High School. That more of such effort will be required for most effec­tive results is evident to a student of the situation. A thorough-going curriculum study, as suggested above, would reveal much of interest in the line of progress in the high schools, both with respect to what has been accomplished in San Antonio and what might be accomplished. Table IV shows growth in enrollment in high-school grades (8, 9, 10, and 11) for the eight-year period 1920­1921 to 1927-1928, inclusive. The percentage of increase for the period is 30.4. A glance at Table I and a simple calculation, shows that for the same eight-year period the school population of the city increased 30.7 per cent. Thus the percentage of increase in total scholastic population is slightly greater than the increase in high-school enrollment TABLE IV.-ENROLLMENT IN HIGH SCHOOLS IN SAN ANTONIO FOR EIGHT YEARS, 1920-1921 TO 1927-1928: GRADES 8-11 (Data from Office of Superintendent) Per Cent Increase Over Year Enrollment 1920-1921____________________________________ 3,959 1920-1921 1921-1922------­--------------------------­-4,266___________________________________ 7.7 1922-1923________4,448__ _________12.0 1923-192(_________________________ __________ 4,104____________________________ 3.6 1924-1925 ------------4,789_______________________ 20.0 1925-1926_ __________________________________ 4,644_______________________ 17.0 1926-1927________________________________ 4,827__________________ 22.0 1927-1928____________________________________ 5,161_______________ ___________ ____ 30.4 Building Needs of San Antonio Senior High Schools 13 for grades 8 to 11, inclusive. That this is not typical of the country as a whole is indicated by reference to Figure 1, below. Data were not available for senior high-school enrollment in San Antonio (grades 9, 10, and 11) prior to 1923-1924. For the five-year period from 1923-1924 to 1927-1928, in­clusive, the percentage of increase in these grades was 14, as shown by Table V. Thus for the last five years the senior high-school increase was a little less than half that of grades 8, 9, 10, and 11 for a period of eight years. Por Cent 10 n ___..,,­ ,.­ -,.­ 80 .... ,., ..... ,.. ,,,.--­ / / ~/ 60 _.,., ..... ..... / / / / ~/ 40 / / / / / L---­ / / --~ 20 L----~ / / / L---­ 0 no 1Y21 1922 1923 1\24 1925 1926 19 27 / // ---­ United States---------------. San Antonio----­ FIGURE 1.-Percentage increase in high-school enrollment in San Antonio (grades 8, 9, 10, 11) compared with the United States as a whole for the years 1920-1927. (Data from Research Bulletin of N. E. A., Vol 5. No. 4, September, 1927, and from the office of Superintendent.) Increase for San Antonio, 30.4 per cent. Increase for the United States, 92.4 per cent. University of Texas Bulletin TABLE V.-ENROLLMENT IN MAIN AVENUE AND BRACK­ ENRIDGE SENIOR HIGH SCHOOLS FOR FIVE YEARS, 1923-1924 TO 1927-1928 (Data from Office of Superintendent) Total School Year Enrollment 1923-1924------------···-----------------------------------------------------------------3,021 1924-1925.-----------··-------·------------·----·------·--------------------------------3,259 1925-1926____________________________________________________________________________ __ 3,176 1926-1927·---·---------------------------·-------·------------------·---------------··----3,804 1927-1928 (February 24, 1928) ----------------------------------------3,452 Increase for five-year period, 431. Per cent of increase, 14.3. In view of this fact, it seems worth while to compare growth in enrollment in secondary schools in the United States as a whole with growth in enrollment in grades 8, 9, 10, and 11 in San Antonio. This is done graphically in Figure 1. The graph shows that secondary school enroll­ment in the United States has increased 92.4 per cent from 1920 to 1927, while enrollment in San Antonio high schools has increased only 30.4 per cent during the same period. 11.-.IS SAN ANTONIO SERVING EFFECTIVELY ITS PUPILS OF HIGH-SCHOOL AGE? Table VI gives the enrollment by ages, grades, and sexes for all pupils enrolled in grades 9, 10, and 11, that is the senior high schools (Brackenridge and Main Avenue) , of San Antonio for 1927-1928, as reported to the State Depart­ment of Education by the City Superintendent of Schools. TABLE VI.-ENROLLMENT BY AGES, GRADES, AND SEXES IN THE SAN ANTONIO SENIOR HIGH SCHOOLS FOR 1927-1928 AGES ----, Over Grade Sex 12 13 14 15 16 17 18 19 20 21 21 Total 9 BoysGirls ------­__ __ __ 3 40 86 186 170 266 288 177 116 75 24 8 4 4 -- ~69 591 10 Boys Girls ----­ 1 8 2 114 58 157 189 195 261 104 80 48 9 21 -­ 3 580 600 11 Boye Girls ---­--­ --- 10 25 60 150 164 151 209 84 22 45 15 9 4 1 3 1 -- 466 477 Totals, BoyeGirls -­---­-­----­--­ 8 4 48 88 240 288 4411 477 522 541 380 313 185 35 70 15 12 4 1 3 1 1,805 --1,668 Grand TotaJ_____ _ 7 81 478 926 1,068 648 170 85 16 4 1 3,473 In the above table, 1,805 boys and 1,668 girls are repre­sented, a total of 3,473. Of this total, 566 were under 15 years of age, 276 were over 17 years of age, and 2,631 were of ages 15, 16, and 17 years, the regular senior high-school ages. TABLE VII.-NUMBER OF PUPILS OF EACH AGE ENROLLED IN THE ELEMENTARY .SCHOOLS OF SAN ANTONIO FOR 1927-1928 (Data from Office of Superintendent) No.of Age Children Below 7---------------------------------------------------------------------------------------_ 959 7-----------------------------------------------------------------------------------------------4,189 8--------------------------------------------------------------------------------------------------3,386 9-------------------------------------------------------------------------------------------------------3,223 10__________ ______________ __ __________________ ______________________ __ ________________ _ _ _ 3,226 11__________---------------------------- -------------------------------------------------·---2,979 12---------------------------------------------------------------------------------------------2,856 18..--------------------------------------------------------------------------------------3,442 14-------------------------------------------------------------------------------------------1,324 15--------------------------------------------------------------------------------616 16------------------------------------------------------------------------------------------192 17--------------------------------------------------------------------------------------44 Total ------------------------------------------------------------------------------26,436 University of Texas Bulletin Table VII shows an enrollment of 852 of ages 15, 16, anrl 17 years in the elementary grades, and Table VIII gives 458 of these ages enrolled in the eighth grade. The total in Tables VII and VIII of these ages is 1,310 which, added to the enrollment above of 2,631 in Table I, gives a grand total of 3,941 of ages 15, 16, and 17 years enrolled in the public schools for 1927-1928. MAP 1.-Number of children 15, 16, and 17 years of age in each Elementary School District in San Antonio. (Data from office of Superintendent, March 8, 1928.) Building Needs of San Antonio Senior High Schools 17 TABLE VIII.-ENROLLMENT BY AGES, GRADES, AND SEXES IN THE SAN ANTONIO JUNIOR HIGH SCHOOLS FOR 1927-1928 AGES Over Grad,e Sex 9 10 11 12 18 14 15 16 17 18 18 Total 6 Bo111 Girls -­---­------. -----------­-­-­4 51 44 195 199 353 819 285 252 158 127 92 54 28 20 6 1,117 1 --­-1,020 7 Boys Girls --0----­--­----­----­----­----­-----­ 8 2 50 47 201 205 817 854 196 208 98 86 42 29 18 5 1 -­- 920 981 8 Boys Girls -·------­---------·------­------­----­-- 9 42 59 215 2.41 850 805 168 181 68 45 42 9 2 2 1 - 888 801 Totals, Boys Girls -­--------­------­4 --­--­---­--­---4 54 46 245 2f;5 596 588 767 847 699 685 353 270 130 94 61 15 2 8 1 2,920 -2,762 Grand Total. _ _ ______ 8 100 600 1,179 1,614 1,384 623 282 76 6 1 6,672 The latest school census, taken in March, 1928, indicated a total of 9,589 children of ages, 15, 16, and 17 years in San Antonio. This total is shown by districts in Map 1. Thus we find a potential enrollment of 9,589 children of ages 15, 16, and 17 years, with an enrollment in the public schools for 1927-1928 of 3,941. This is a percentage of enrollment of these ages of 41.1, leaving 5,648 children of ages 15, 16, and 17 years, or 58.9 per cent not enrolled in the San Antonio public schools. The potential enrollment of grades 8, 9, 10, and 11 in San Antonio is approximately 12,600. This is determined as follows: Tirst. 1927-1928 enrollment, 15, 16, 17 years, grades 9, 10, 11=2,631 1927-1928 enrollment, all ages grades 9, 10, 11=3,473 1928 census, 15, 16, 17 years___ ____ __ _ _________ ___________ 9,589 Let X=total potential enrollment. Then 2,631:3,473=9,589:X. X=12,637. s~cond. 1927-1928 enrollment, 15, 16, 17 years, all grades=3,941 1927-1928 enrollment, all ages, grades 8, 9, 10, 11=5,161 1928 census, 15, 16, 17 years....·-·-··--------------------9,589 Let X=total potential enrollment. Then 3,941:5,161=9,589:X. X=12,557. These calculations assume that actual enrollment of given ages, 15, 16, and 17 years, bears the same ratio to the poten­tial enrollment of these ages as actual enrollment of all ageH University of TeJ:as Bullet·in bears to the potential enrollment of all ages, or approxi­mately twelve thousand six hundred. Of the potential enrollment (12,600), 3,473 are enrolled in the senior high schools, a percentage of 27.6, and 5,161 are enrolled in grades 8, 9, 10, 11, a percentage of 41. More than seventy-four hundred children in San Antonio of secondary school age are not enrolled in the public schools. Reports to the survey staff from private secondary schools show an enrollment of approximately thirteen hundred pupils. This leaves a total of approximately sixty-one hundred young people of secondary school age who are not enrolled, even for a limited amount of work, in either public or private high schools. It is the function of a survey staff to deal with facts but it is our belief that if all pupil accounting were done with absolute accuracy, that is, if every individual in San An­tonio of high-school age were known, that it would show ap­proximately seventy-five hundred children in San An­tonio at this time, October, 1928, who are of high-school age but who are not enrolled and not likely to be enrolled under the present program. This is significant and places a heavy responsibility on San Antonio school authorities. The opportunities for extending high-school advantages to pupils of high-school age offer a challenge to the intelligent citizens of San Antonio. A study made by Counts in 1922 showed that in 1918 there were in the United States, 8,053,872 children of high­school age and an enrollment in the public high schools of the nation at that time of 1,645,171, a percentage of 20.4.1 Counts limited his study to four selected cities: Bridge­port, Conn., Mt. Vernon, N. Y., St. Louis, Mo., and Seattle, Wash. The number of children of high-school age in these cities in 1918 was 96,305 and the enrollment in public high schools was 20,305, or 21 per cent. 1Counts, G. S., The Selective Character of American Secondary Education, p. 20. The University of Chicago Supplementary Educa­tional Monographs, No. 19, May, 1922. Building Needs of San Antonio Senior High Schools 19 Latest reports from the Bureau of Education, as shown in Figure 1, above, indicate a percentage of increase of 92.4 in public high-school enrollment in the United States from 1920-1921 to 1927-1928, while San Antonio's increase in high-school enrollment is only 30.4 per cent. The total enrollment in the public schools of San Antonio for 1927-1928 of ages 7-17 years was 34,340 (Tables VI, VII, and VIII). Of this total, 4,876 were enrolled in grades 8-11, inclusive; a percentage of 14.2. A study made in 1926 of 206 public school systems of the United States in cities of 30,000 to 250,000 population showed the percentages that the average daily attendance in sec­ondary schools were of the average daily attendance of day schools.2 Of the 206 cities in the study, 140 were of the centralized type and 66 of the coordinated type. The percentage of high-school attendance in the 140 cities was 17.5 and in the 66 cities, 16.6. San Antonio, a centralized school, had a percentage of 16.4, somewhat below the average of the 206 cities in the study. Eight other Texas cities averaged 17.9 per cent. This rather extended reference is made because the average daily attendance for a given year is a criterion of the way in which total enrollment functions and the per­centage that this attendance in the high schools is of the attendance in all grades, elementary and high school com­bined, is a substantial criterion of the way in which the high-school enrollment functions. Sixty-five per cent of the 206 cities referred to above had percentages of attendance in the high schools ranging from 13 to 21. Factors involved in making San Antonio's potential enroll­ment actual are many and varied. There is, first of all, the question of adequacy of the school plant. Data presented in this report (Chapter III) indicate that the present plants are inadequate both as to amount and quality of service, and especially is this true in Main Avenue. A second factor is •Marberry, J. O., The Administration of Public Education in Cen­tt·alized and Coordinated Schools, p. 62. University of Texas Bulle­tin No. 2810, March 8, 1928. University of Texas Bulletin the general environment. Chapter III shows that Main Avenue is improperly located with respect to the business section of the city. Business activities of various kinds are in close proximity. Many of them are of the cheaper sort, constituting in some instances little more than holes in the wall. Business encroaches on the grounds which should constitute a portion of the school grounds. This is furthermore a very busy traffic center and lives of pupils are imperiled. A third factor is location with respect to the population growth of the city and the number of pupils to be accommo­dated in the different sections. A glance at the map, page 16, will show conclusively that Main Avenue is not properly located. In fact, the line of division between the two high­school districts runs within a few blocks of the Main Avenue building and puts the high school practically in the corner of the territory served. A further fact to be considered is that the location of a high school in a given vicinity tends to increase high-school attendance in that vicinity. This factor must be taken into account in determining a correct policy as to the number of high schools to be established. On the one hand, would be the advantage of a large cosmopolitan high school. On the other hand, would be the consideration of accessibility and the "pulling power" on students. This latter is, some­what roughly, inversely proportional to distance. The map shows not only the geographical location of the two high schools but their location with respect to high­school population. The map shows for each elementary school district, indicated by number and dot, the number of children 15, 16, and 17 years of age in that district. This number is in parentheses in each case. The dark dot and dash line, extending along Lake View Avenue and Houston Street, and then extending in an irregular course in a north­easterly direction to Fort Sam Houston, divides the two high-school districts. The figures in parentheses referred to above total, approximately, 3,152 for Main Avenue terri­tory and 6,437 for Brackenridge territory. The surveyors were advised that these lines were not strictly adhered to. Brackenridge, it would seem, is fairly well located with respect to the high-school population of the southern and southeastern sections of the city. There are, however, children of high-school age to the number of 2,113 in the northwestern portion of its present territory, counting those west of the International & Great Northern tracks, that are handicapped by distance, traffic on busy business streets, and railroad crossings. The same might also be said with respect to the children in the southwest territory of the Main A venue district. A casual survey of the growth of the city shows that it is building with great strides north, northwest, and west. It seems to the survey staff that two courses are open to the board. First, to build a high school which would accommo­date at least 3,000 students north and west of the present site of the Main Avenue building, or, second, to build a smaller high school slightly west of north of the present site of Main A venue and then build a second high school in the western section of the city. It is our belief that the three high schools would probably considerably increase high­school enrollment. Whether one or two, the building or buildings should be of the T, E, or H type and should be capable of enlargement without change in original design. (See Standards for High School Buildings, by Strayer and Engelhardt, page 15.) Should the board decide to erect a high school in the western section, it is strongly recommended that emphasis be placed on vocational courses and that the building and equipment be adapted to this purpose. With respect to the present Main A venue plant, it is the judgment of the surveyors that one of two courses might be followed with profit to the school interests of the city. Should it be deemed advisable by those in authority to erect only one new high school as suggested as an alternative above, Main Avenue, with some remodeling, might be turned into a technical high school, with a part-time day program and an evening school program as conducted at present. One of the buildings might also serve to house the Junior College. Should tw.o new high schools be erected, Main Avenue could serve the needs of the Junior College and a part-time day school and the night school program. Table IX shows the use that was made of the Main A venue building for night classes for the session of 1927-1928. Classes are now held three nights in the week-Monday, Tuesday, and Thursday. Classes are conducted in four periods from 5 :30 to 9 :30. Only one room was used the first period. Eight rooms were used the second period, thirty-eight the third period, and thirty-seven the fourth. The peak load, carried the third period, amounted to 928 students. Much might be said in favor of converting Main Avenue into a vocational school where classes in industrial and commercial education may b~ conducted. The location of · this school near the business center makes it ideal for part­time industrial and commercial classes and all night-school work. With one of the buildings turned over to the Junior College and the other two remodeled to some extent, it would serve an admirable purpose in these respects. Tem­porary buildings could be eliminated, thus giving more room on the grounds. Shops and special rooms for vocational courses in the night school are already established. Chemistry and biology laboratories for the Junior College are now located in this plant. In remodeling for vocational work, special stress should be placed on power machine operation for girls and women, household service for maids, beauty parlor work for training girls and women, and retail selling for both men and women. San Antonio, according to previous studies made by representatives of the Division of Extension, emv ploys great numbers of girls and women as power machine operators, beauty parlor work, household service, and retail selling. All go on the job untrained. Nothing is done to train those already in industry or who will go into industry at an early age. Plans should be made for an expanding program when the building is remodeled. The very excel­lent vocational program now being worked out in San Antonio could in this way be made one of the best in the southwest. TABLE IX.-REPORT ON ROOMS USED IN EVENING SCHOOL IN MAIN AVENUE HIGH SCHOOL FOR 1927-1928 (Data from Office of Principal) Room No. Type of Room llO_ _____Classroom UL______ classroom 112_ ____ Classroom us____ __Classroom 114________Classroo1n Cafe_ __Cafeteria 12o________ Laboratory 123_______ Coaching Room 124._______Laboratory134_______ Laboratory 135_______ C}asssroom136________Classroom 137_______Laboratory140______ Laboratory213________C1assroom 214______ Classroom 215_______Classroom 217__ _____Classroom au_ __ Machine Shop 312___ ____Classroom 315______ Drawing Room 317________Electric Shop820________Classroom 32L_ ___Classroom 324_ ______Classroom a25________ C1assroom 826___ _ Laboratory 827________Drawing Room 328______ Laboratory830________Laboratory334_ ______ Sewing Room 386_ _____.Sewing Room 337________Classroom 338__ ____Classroom 339_______ Classroom 340______ Classroom 342______ _Classroom Auto Shop Per. l Per. 2 Per. S 20 32 17 25 25 58 35 48 48 20 30 27 30 19 30 35 35 8 8 16 25 18 12 23 23 22 15 17 20 30 32 34 8 15 12 26 16 15 18 25 20 25 30 25 35 35 20 Per. 4 Days 24 M-T-Th 34 M-T-Th 17 M-Th 22 M-T-Th 25 M-Th 58 T 48 M-T-Th 20 M-T-Th 25 M-T-Th 27 M-Th 18 M-T-Th 30 M-T-Th 30 M-T-Th 8 M-T-Th 16 M-T-Th M-T-Th 12 M-T-Th 23 M-T-Th 22 M-T-Th 15 M-T-Th 17 M-T-Th 20 M-T-Th 45 M-T-Th 32 M-T-Th 30 M-T-Th 22 M-T-Th 12 T-Th 26 M-T-Th 16 M-T-Th 18 M-T-Th 18 M-T-Th 18 M-T-Th 25 M-T-Th 30 M-T-Th 20 M-T-Th 35 M-T-Th 35 M-T-Th 20 M-T-Th NOTE.-First Period, 5:30-6 :30; Second Period, 6:30-7:30; Third Period, 7:30-8:30; Fourth Period, 8:30-9 :30. All classes were over at 9:30. III. EVALUATION OF THE SENIOR HIGH SCHOOL PLANTS The survey staff used the Strayer-Engelhardt Score Card for High-School Buildings. This is a score card in general use in this country for evaluating high-school plants. The scoring was done as liberally as the standards permit, and a copy of the scores of each plant is given below. In reading the scores, Tables X and XI, it will be seen that the first figures in columns 1, 2, and 3 are standard-the highest possible score. The second figures in columns 1, 2, and 3, respectively, are the scores as evaluated by the survey staff. TABLE X.-BRACKENRIDGE HIGH-SCHOOL. SCORES r--1----. I. Site ---------------------------------------------------------------­ A. Location -------------------------------------------­ 1. Accessibility ------------------------------­ 2. Environment -------------------------------­ B. Nature and Condition_____________ _________ 1. Drainage and soiL______________________ 2. Upkeep of site________________________ ___ C. Size and Form__________________ ________________ II. Building -----------------------------------------------------­ A. Placement -------------------------------------------­!. Orientation ---------------------------------­ 2. Position on site___ ____ ___ __ ____________ B. Gross Structure___ ________ _ _ ____ _ ____ _ __ 1. Type --------------------··------------------------­ 2. Material ---------------------------------------­ 3. Height -----------------------------------------­ 4. Roof ---------------------------------------------­ 5. Foundation -----------------------------------­ 6. Walls -------------------------------------------­ 7. Entrances -----------------------------------­ 8. Utilization -----------------------------------­ 9. Aesthetic balance_ _______ _ __________ 10. Condition -------------------------------------­ C. Internal Structure________________________ _ __ _ k~~~~d'~l: :::::::::::::::::::::::::::::::::::::: 3. Color scheme_ _______________ _ ______________ ~: !~:~m~~~-::_-:::_-_----~-~::::_--~~---~-:_-_-_-_-_-_-_-_-_-_-_~-­ III. Service Systems·-----------------------------------------­ A. Heating and Ventilating____ _________ __ 1. Kind ---------------------------------------------­ 2. Installation ------------------------------­ 10 8 10 8 ,--2--, ~ 100 71 30 25 20 16 50 30 155 126 10 8 75 59 70 59 270 169 50 24 15 15 12 8 50 5 5 5 15 2 5 10 10 3 10 5 10 ~g 5 (1~) 12 13 10 6 30 4 4 3 12 1 5 8 8 2 8 4 8 i~ 3 1: TABLE X (Continued) r--1--, r--2_,, r--3--. 3. Air supply______________________________________ 5 2 4. Fans and motors__________________________ 5 O 5. Distribution -----------------------·-------10 5 6. Temperature control____________________ 5 O 7. Special provisions__ _______ ___________ 5 1 B. Fire Protection System________ .___ ______ 55 38 1. Apparatus ------------------------------------3 1 2. Fireproofness -----------------------·------35 25 3. Fire exits ------------------·-------··----------10 8 4. Electric wiring________________ -·-----·---2 2 5. Fire doors and partitions__________ 3 1 6. Exit lights and signs__________________ 2 1 C. Cleaning System_ ___________________________ __ 15 7 1. Kind ----------------------------------------------5 2 2. Installation -------------------------·--------3 1 3. Efficiency ---------------------------·----·-----7 4 D. Artificial Lighting System______________ 25 18 1. Gas and electricity______ ____ _ ___ _ ____ 5 3 2. Outlets and adjustment _ _____ __ ____ 8 7 3. Methods and fixtures_ ___ __ __ _____ ___ 7 5 4. Maintenance --------------------------------5 3 E. Electric Service System____ _______ _______ 12 9 1. Clocks -------------------------------------------3 2 2. Telephones --------------------··--------------2 2 3. Fire alarm system..___________________ 4 3 4. Call syf!tem_ ____ __ _________ __ __________ 2 1 5. Departmental electric service ____ 1 1 F. Water Supply System___ __ ___________________ 30 21 1. Drinking ----------------------------------------5 4 2. Washing ----------------------------------------10 8 3. Bathing ----------------------------------------10 5 4. Hot and cold water provisions.. 5 4 G. Toilet System____________________ __ _______________ 40 30 1. Distribution -------------------------------10 9 2. Fixtures --------------------------------8 6 3. Adequacy and arrangement__ __ __ 7 5 4. Seclusion_________ ___________________________ 5 3 5. Sanitation --------------------·--------------10 7 H. Mechanical Service System ________ ____ 5 0 5 0 I. Locker Service_ ___________________________ __ __ 20 14 1. Home lockers._______ ___________________ __ 10 8 2. Gymnasium lockers_______ ___ __________ 10 6 J. Laundry Service.-------------------------------3 0 3 O K. Storage Service_______ __ _ _________ _ _ _____ 15 8 1. Bicycles ------------------------------------------1 1 2. Automobiles --------------------------------1 0 3. Book storage______________________________ 2 1 4. Custodian's work Shop__ ____ ________ 2 1 5. Janitor's storeroom________ _ ___________ 3 1 6. Gymnasium storage_ ___________ ____ _ 1 1 7. School supply storage_ _____________ 2 1 8. Receiving and shipping office____ 1 0 9. Fuel storage__ __ _____________________________ 2 2 JV. Classrooms or Recitation Rooms___________ _ _ 145 102 A. Location and Connection_ _ ____ __ ________ 20 15 20 15 B. Construction and Finish.-------------------65 42 TABLE x (Continued) r--1--, ...---~ r--8-"""\ 1. Size ---------------------­2. Number and utilization_________ 10 15 7 12 3. Shape ---------------------­4. Floors ---­---------------------------­5. Walls and ceilings____________ 10 5 6 6 3 3 6. Doors ------------------­-------­ 3 2 7. Closets and built-in bookcases_ 5 2 8. Blackboards --------------­9. Bulletin boards______________ 10. Color scheme___________________ 5 2 5 3 1 3 c. Illumination --------------------------------­ 40 32 1. Glass area_~----------------------------­2. Windows -----­--------------------------­ 22 15 18 12 3. Shades ----------------­----­-------------­ 3 2 D. Equipment ---------------------­------------------­1. Seats and desks__ __________________ 2. Teacher's desk________________________ 3. Other equipment______________________ 10 2 8 7 1 5 20 13 v. Special Classrooms_____________ A. Science Laboratories____________ 1. General science laboratory___ 7 4 36 28 140 67 2. Biology laboratorY-----------~ 3. Botany laboratory____________ 4. Physics laboratory________ 5. Chemistry laboratory__________ 6. Other laboratories____________ B. Household Arts Laboratory_ _______ 7 3 7 7 5 4 2 6 6 1 35 14 1. Foods and cookery laboratory_2. Housekeeping apartment__________ 3. Clothing laboratory______ 5 5 5 3 0 3 4. Dressmaking laboratory_ ____ 5. Homecraft laboratory_____________ 6. Millinery room____________________ 7. Other laboratories_________ c. Industrial Art Shops____________________ 1. Woodworking shop__________ 2. Print shop_____________________ 3. Machine shop__________________ 4. Auto repair shop__________________ 5. Other shops___________________________ D. Commercial Classrooms____________ 5 5 5 5 7 6 6 7 10 3 1 3 1 5 5 0 0 0 36 15 10 9 1. Bookkeeping rooms_______________ 2. Stenography room____________ 3. Typewriting rooJIL____________________ 4. Commercial laboratory__________ 5 2 2 3 4 1 2 1 5. Other commercial rooms_________ E. Drawing and Art Classrooms__ ________ 1. Freehand drawing___________________ 2. Mechanical drawing________________ 3. Arts and crafts________________________ 4. Other art rooms_ __________________ F. Music Rooms_____ _ _______________________________ 1. Chorus room_______________________________ 2. Practice rooms.___________________________ 3 3 3 2 2 6 2 1 2 2 1 1 4 1 10 8 6 5 TABLE X (Continued) r--1--., r--2--., ~ Vl. General Service Rooms_____________________ 140 62 A. A'1ditorium. ------------------------------45 27 1. Assembly room,..___________________ 25 2.0 2. Stage -------------------------------·---8 4 3. Stage dressing rooms__________________ 3 1 4. Property room_____________________ 2 1 5. Visualization equipment____________ 2 1 6. Other auxiliaries__________________________ 5 0 B. Cafeteria ------------------------------------------20 15 1. Lunch room________________________________ 10 7 2. Faculty lunch room______________________ 2 2 3. Kitchen ------------------------------------5 4 4. Dish-washing pantry__________________ 1 1 -0. Auxiliary rooms________________________ 2 1 C. Gymnasium Facilities______________________ 30 3 1. Gymnasium room_________________ ______ 20 0 2. Spectators' gallery________________________ 3 0 S. Offices -----------------------------------------1 1 4. Examination room___________________ 1 0 5. Other auxiliary rooms___ _____________ 1 0 6. Dressing facilities________________________ 4 2 D. Swimming PooL_____ ___________________________ 10 0 10 0 E. Library ----------------------------------------------20 5 !. Librarr reading room_________________ 15 5 2. Librarian's workroom________________ 2 0 3. Library classroom______________________ 2 0 4. Library stackroom______________________ 1 Q F. Study Halls________________________________________ 15 12 15 12 VII. Administration Rooms_____________________________ 50 19 A. Administrative Offices_______________________ _ 17 8 1. Principal's private office___________ _ 4 3 2. Assistant principal's office______ 2 1 3. General office workroom________ 5 2 4. Reception and waiting room._ 1 0 ~: ~!~ffY_~~m.:==:::::::::::::::=:::=::::: 1 1 0 0 7. Other administrative offices______ 3 2 B. Teachers' Rooms_______________________________ _ 10 41. Women's rest room.______________ 3 3 2. Men's retiring room___________________ 2 0 3. Teacher preparation rooms_______ _ 5 1 C. Health Service Rooms_______________________ _ 15 4 1. Waiting room____________________________ _ 1 0 2. Nurse's room_____________________________ _ 3 2 3. Medical clinic______________________________ 5 1 4. Dressing rooms-----------·-··-------------1 0 5. Dental clinic_____________________________ 3 0 6. Other health service rooms_______ 2 1 D. Student Activity Rooms.._______________ _ 2 1 2 1 E. Custodial Service Rooms_________________ 6 2 1. Custodian's office______________________ 2 1 2. Engineer's room_______________________ 2 1 3. Male janitors_. -------------------1 0 4. Female help~--------------------··--1 0 Totais----------------------------------1,000 616 1,000 616 1,000 616 University of Texas Bulletin TABLE Xl.-MAIN AVENUE HIGH-SCHOOL SCORES r---1----, r---2----; ,--8--, I. Site -------------------------------------------------------·-------- 100 40 A. Location ------------------------------------------------30 13 1. Accessibility -----------·----------------------15 8 2. Environment ----------------------------15 5 Nature and Condition__ _____________________ B. 20 12 1. Drainage and soiL__ _________ ______ ____ 12 7 2. Upkeep of site________ _ ____ ______________ 8 5 c. Size and Form________ __ ___ _ ______ __ __ __________ 50 15 50 15 II. Building -------------------------------------------------------- 155 87 A. Placement --------------------------------------------10 5 1. Orientation ----------------------------------5 2 site__ __ __ _____________________ 2. Position on 5 3 B. Gross Structure__ _________________________________ 75 45 1. Type 5 3 2. Material ----------------------------------------15 8 3. Height ----------------------------··---------------2 1 4. Roof -----------------------------------------------5 3 5. Foundation ----------------------------------10 7 6. Walls -------------------------------------------10 7 7. Entrances ------------------------------------3 2 8. Utilization ---------------·--------------------10 5 9. Aesthetic balance 5 2 10. Condition --------------------------------------10 7 Structure_______ _ ______________ ______ c. Internal 70 37 1. Stairways ----------------------------------· ---25 15 2. Corridors -----------------------------·--------20 3. Color scheme_ _________________ __ ________ __ 10 5 2 Basement__________________ ______________ _______ 4. 15 7 5. Attic ----------------------------------------------5 3 Service Systen1s______________________________ _ ___________ III. 270 122 Ventilating__________________ A. Heating and 57 17 1. Kind -------------------------··------------------10 5 2. Installation --------------------------------10 5 3. Air supply______ _______________________________ 5 1 Fans and motors_____ _.____________ _______ 4; 5 0 5. Distribution ----------------------------------10 5 6. Tem~erature. ~ontroL_______________ 5 1 Special prov1s1ons________________________ 7. 5 1 B. Fire Protection System__________________ _ 55 23 1. Apparatus -------------------------------------3 1 2. Fireproofness -------------------·----------35 15 3. Fire exits__ ______________________ ____ __ _____ 10 5 4. Electric wiring______________ _ _____ --------2 1 Fire doors and partitions____ _ ____ 3 5. 6. Exit lights and signs 2 1 0 c. Cleaning System 15 7 1. Kind ------------------------------· ---------------5 2 2. Installation -------------------------··--------3 1 3. Efficiency --------------------------------------7 4 D. Artificial Lighting System _______________ 25 16 1. Gas and electricitY-----·----------------5 3 2. Outlets and adjustment_____ _ _______ 8 5 and fixtures__________________ 3. Methods 7 4 4. Maintenance --------------------------------5 4 TABLE XI (Continued) r---1---, E. Electric Service System________ __________ _ 1. Clocks --------------------------------------------3 2 2. Telephones ------------------------------------2 2 3. Fire alarm system_ __ _ _______________ _ 4 3 4. Call system_____ __ _________________________ _ 2 1 6. Departmental electric service__ _ 1 0 F. Water Supply System ---------------------30 11 kW!~I~~ :::: :::::::::::::::::::::::: : :: 1g 3 4 3. Bathing ---------------------------------------10 2 4. Hot and cold water provisions _ 6 2 G. Toilet System_________________________ __ _________ 40 23 1. Distribution _____________________ ___ __ _______ 10 2. Fixtures ---------------------------------------8 6 3. Adequacy and arrangement______ 7 3 4. Seclusion --------------------------------------5 4 5. Sanitation ------------------------------------10 3 7 H. Mechanical Service System -------------5 0 5 0 I. Locker Service________ __ ____ __ __ ______________ ___ _ 20 10 1. Home lockers____ __ __ __ _____________ ____ 10 2. Gymnasium lockers _________ __ _ _______ 10 5 5 J. Laundry Service______________ ________________ __ 3 0 3 0 K. Storage Service_______ __ _ __ __ _ ___________ __ __ _ 15 7 1. Bicycles ----------------------------------------1 0 2. Automobiles --------------------------------1 0 3. Book storage______________ __ __ __________ _ _ 2 1 4. Custodian's workshop______ __ ________ 2 1 5. Janitor's storerooms_______ ____ __ ____ _ 3 1 6. Gymnasium storage_______ __ __ _____ _ 1 0 7. School supply storage_ __ __ ___ ____ _ 2 1 8. Receiving and shipping office__ _ 1 1 9. Fuel storage___________________________________ 2 2 1V. Classrooms or Recitation Rooms __ _______ _ 145 78 A. Location and Connection___ __ _____ __ __ __ 20 10 20 10 B. Construction and Finish_ ___________ __ __ _ 65 34 1. Size ------------------------------------------------10 5 2. Number and utilization______________ 15 10 3. Shape --------------------------------------------10 5 4. Floors --------------------------------------------5 2 5. Walls and ceilings__ _ ___ _ ____ _ ____ __ __ 5 2 6. Doors ----------------------------------------------3 2 7. Closets and built-in bookcases__ 5 2 8. Blackboards ----------------------------------5 3 9. Bulletin boards________ __ __ __ _ _____ _ 2 1 10. Color scheme__ __ _____________ __________ _ 5 2 C. Illumination ----------------------------------------40 22 1. Glass area______ _ __ _______ ____ _ ______ _ 22 12 2. Windows----------------------------------------15 8 3. Shades ------------------------------------------3 2 D. Equipment -----------------------------------------20 12 1. Seats and desks____________ _ _____________ 10 6 2. Teacher's desk________________ ___________ _ 2 1 3. Other equipment___ ____________ __________ 8 5 TABLE XI (Continued) ,._1~ ,._2---, I ----3-\ V. Special C1assrooms___________________________________ 1'0 59 A. Science Laboratories_____________________ 36 16 1. General science laboratory________ 7 3 2. Biology laboratory________________ 7 3 3. Botany laboratory_________________ 3 2 4. Physics laboratory___ ______________ _____ 7 3 5. Chemistry laboratory_________________ 7 3 6. Other laboratories_________________ 5 2 B. Household Arts Laboratory______________ 35 9 1. Foods and cookery laboratory__ 5 3 2. Housekeeping apartment________ 5 0 3. Clothing laboratory____________________ 5 1 4. Dressmaking laboratory__________ 5 1 5. Homecraft laboratory__________________ 5 1 6. Millinery room_________________________ 5 2 7. Other laboratories_____________________ 5 1 C. Industrial Arts Shops________________________ 36 18 1. Woodworking shop______________________ 7 4 2. Print shop_______________________________ 6 1 3. Machine shop__________________________ 6 5 4. Auto repair shop______ __________________ __ 7 4 5. Other shops_______________________________ 10 4 D. Commercial Classrooms_____________________ 15 7 1. Bookkeeping room_______________________ 5 3 2. Stenography room________________________ 2 1 3. Typewriting room____________________ 2 1 4. Commercial laboratory_______________ 3 1 5. Other commercial rooms_________ 3 1 E. Drawing and Art Classrooms_________ 10 6 1. Freehand drawing_______________________ 3 2 2. Mechanical drawing___________________ 3 3 3. Arts and crafts_________________________ 2 1 4. Other art rooms_________ __ ______________ 2 l F. Music Rooms__ ______ _ ____ ________________________ 8 3 1. Chorus room_________________________________ 6 2 2. Practice rooms______________________________ 2 1 VI. General Service Rooms_____________________________ _ 140 45 A. Auditorium ----------------------------------45 21 1. Assembly room________ ____________________ 25 15 2. Stage ---------------------------------------------8 4 3. Stage dressing rooms_________________ 3 0 4. Property room_____________________________ 2 0 5. Visualization equipment__ __________ 2 1 6. Other auxiliaries_________________________ 5 1 B. Cafeteria -----------------------------------------20 11 !. Lunchroom ------------------------------------10 5 2. Faculty lunchroom______________________ 2 1 3. Kitchen ----------------------------------------5 3 4. Dish-washing pantry____________________ 1 1 5. Auxiliary rooms_____________ _____ _ ___ Z 1 C. Gymnasium Facilities____________ __ _________ 30 3 1. Gymnasium room__________________________ 20 0 2. Spectators' gallery_______ _________ _ 3 0 3. Offices -------------------------------------------1 1 r---1--...., 4. Examination room ______________ 1 0 5. Other auxiliary rooms_____ 1 06. Dressini facilities______________ 4 2D. Swimming ooL__________________ 10 0 E. Library --------------------------------­1. Library readin~ room ________ 15 52. Librarian's wor room_____________ 2 1S. Library classroom_________________ 2 04. Libra!fl stackroom _____________ 1 1 F. Study Ha ls__________________________ 15 3 r---2--...., 10 0 20 7 15 3 r--3--~ VII. Administration Rooms ____________________ A. Administrative Offices_________ 1. Principal's private office____ 2. Assistant Jirincipal's office__3. General o ce workroom_____ 4 2 5 3 1 2 17 7 50 14 4. Reception and waiting room_5. Supply room _________________ 1 1 0 0 6. Vault --------­--------------------­7. Other administrative offices___ B. Teachers' Rooms __________________ 1. Women's rest room..________ 2. Men's retiring room __________________ 1 3 3 2 0 1 1 1 10 2 3. Teacher preparation rooms ____ 5 0 C. Health Service Rooms----­-------­1. Waiting room _______________ 2. Nurse's room ____________________ 3. Medical clinic ___________ 4. Dressing rooms _________________ 5. Dental clinic _____________________ 6. Other health service rooms ______ D. Student Activity Rooms _______ E. Custodial Service Rooms ___________ 1. Custodian's office_____________ 2. Engineer's room _________________ 3. Male janitors__________________ 4. Female help_____________________ 1 3 5 1 3 2 2 2 2 1 1 0 1 1 0 0 0 1 1 1 0 0 15 2 6 2 1 2 Totals______________l,000 445 1,000 445 1,000 445 Strayer and Engelhardt, in their Standards for High­School Buildings, show on page 2, Table I, scores allotted to high-school buildings in ten surveys by judges using the Strayer-Engelhardt Score Card. In order to show the rela­tionship of the scores of Brackenridge and Main A venue High Schools, to the scores in ten other surveys, this table is reproduced on page -. c.:i ~ TABLE XII.-SCORES ALLOTTED TO HIGH-SCHOOL BUILDINGS IN TEN SURVEYS BY JUDGES USING THE STRAYER-ENGELHARDT SCORE CARD Atlanta Baltimore Hackensack Harrisburg Omaha Paterson St. Joseph St. Paul Stamford White Plains Scores Ga. Md. N. J. Pa. Neb. N.J. Mo. Minn. Conn. N. Y. ~ 1922 1921 1921 1923 1917 1916 1923 1917 1922 1923 ~· ~ "i 1-100______ Co ·-----------------.... 101-200______ .,.,.. 2 --------------­ ~ 201-300______ 1 ----1 1 -------­ 301-400______ 1 1 c ------------...... 401-500....... --1 ~ 501-600______ 1 3 2 3 1 1 ------~ 601-700____ __ 1 ~ 701-800__ __ 1 1 1 1 ~ ----------Co 801-900_____ -----------3 -­ b:i 901-1,000_____. ~ .,._ ~ TotaL....... 4 5 1 2 4 1 4 4 1 1 .,.,.. ~· In reading this table, it should be borne in mind that any school building that scores less than 500 points can seldom be considered adequate for any continued period nor will it be found possible to reconstruct or repair such a building except at an excessive expenditure of funds.1 Applying the rating of the two San Antonio high-school plants to the scores of the above table, Brackenridge, with a score of 616, falls above the median of 501-600 of the 27 high-school buildings in the table. Main A venue, with a score of 445 points, is in the rating with St. Joseph (Mo.) High School, with 7 high-school buildings lower, and 19 others higher. Attention is called to the size and distribution of the cities represented in the above table. Since the scoring of these buildings (see dates), great progress has been made in these and other cities of the country in high-school construction. Further attention is called to the fact that not one of the above 27 high-school buildings scored 900 points. In 1926 one of the members of the survey staff helped in the scoring of all the high-school buildings, public and private, of 17 cities of one of the northern states and only 2 of these high­school buildings scored above 900 points. It will be seen, therefore, from this comparison that Brackenridge High School is just an average building. It lacks in many essential provisions for the best grade of high-school instruction. A somewhat detailed description is given below. It is apparent that the Main Avenue High School plant is so thoroughly lacking in all the essential requirements that the survey staff finds it necessary to recommend that it be abandoned as soon as practicable for high-school pur­poses and used in other ways. Detailed discussion of the scores of this high-school plant is also given below. In order to set forth in detail the rating of the major items of the score card as applied to Brackenridge and Main 1Strayer and En~elhardt, Standards for High-School Buildings, page. 1. A venue High School plants, each major item is given, with the possible score, followed by the actual score, with com­ment. BRACKENRIDGE HIGH SCHOOL I. Site. Possible, 100; actual, 71. This site is fair except as to size. The standards state, "The site should be sufficiently commanding to give the high-school building a setting in keeping with the cost of the building and the importance of the structure. "No site of less than 10 to 12 acres will suffice for girls' play field, boys' athletic field, tennis courts, basket ball courts, volley ball courts, experimental gardens, proper placement of buildings, and give de-. sirable landscape setting. In large cities, larger areas should be secured so as to make possible an athletic field, separate buildings for gymnasiums, baths, dressing rooms, shops, and the like.2 II. Building. Possible, 155; actual, 126. The building in its gross structure and in its inter­nal structure is about 75 per cent in keeping with the proper standards. Fortunately, there is no basement. III. Service Systems. Possible, 270; actual, 169. In this important division, the actual score is only approximately 60 per cent of what it should be. There are no fans and motors, no provision for tem­perature control, inadequate fire protection appara­tus, and no fire doors and partitions. The cleaning system is inefficient and the water supply service is insufficient for the large enrollment. Toilet facilities are excellent in distribution, but in other respects only fair. Storage service is poor. IV. Classrooms or Recitation Rooms. Possible, 145; actual, 108. 2strayer-Engelhardt, Standards for High-School Buildings. Location and connection of recitation rooms are good. Construction and finish in size, shape, floors, closets and built-in bookcases, and color scheme are only fair. Illumination and equipment are above average. V. Special Classrooms. Possible, 140; actual, 67. These rooms, such as laboratories for science and household arts, are generally poor. The industrial arts shops, other than those of wood-working and printing, are lacking. Commercial classrooms are not adequate and the same is true of drawing, art, and music rooms. VI. General Service Rooms. Possible, 140; actual, 62. The size and general arrangement of the audito­rium are distinctly above the average, although pro­visions for the stage, dressing rooms, property room, visualization are below standard. The cafeteria is good in its general arrangement, but not adequate in size. Gymnasium facilities are almost wholly lack­ing, since the building has no gymnasium and no swimming pool. It is hardly possible to justify this lack with the argument that so much of the time dur­ing the school year can be spent in outdoor play. Fur­ther comment on this matter will be found in the dis­cussion of the Main A venue plant. The library, one of the most important phases of high-school instruction, is the poorest feature of the entire plant. Conditions are deplorable so far as the standards are concerned, but it should be said, in justice to the administration, that through a system of classroom distribution, library needs are fairly well met. There is a room about the size of a class­room from which books are distributed. There is no library reading room worthy of the name, no libra­rian's work room, and no stack room. In another part of the building there is a special library used for other than school purposes and open to the public for a part of the day only. It is strongly recommended that this room be used for library purposes for the Brackenridge High School. VII. Administration Rooms. Possible, 50; actual, 19. These rooms are low in the rating. There is a lack in every respect as shown on the score card above. The most serious deficiency is the lack of adequate facilities for the nurse's room and the entire absence of medical and dental clinics. San Antonio cannot afford to fail in this most important matter of health service. The regular administrative offices are about 50 per cent efficient, and the custodial serv­ice rooms are almost wholly lacking. MAIN AVENUE HIGH SCHOOL I. Site. Possible, 100; actual, 40. The location of the Main A venue High School site, both as to accessibility and environment is not at all up to requirements. The standards state that a high-school building should be reasonably central to to its contributory schools and to the high-school population it serves, provided an adequate land area is available. Reference to the map on page -, above shows that the Main A venue High School is poorly located geographically. Very undesirable en­vironmental conditions prevail due to the nearness of non-fireproof buildings, the business section, street car line, dangers to the pupils of street cross­ings, with all the noise and dangers attendant. The nature and condition of drainage and soil, as well as upkeep of the site, are poor, with the exception of the lawn in front of the main building. Size and form score only 15 out of a possible 50 points. At­tention is called to the quotation under the dis­ cussion of the Brackenridge High School site givE>n above. II. Building. Possible, 155; actual, 87. Reference to the standards shows that little atten­tion was given to orientation in the construction of the buildings. Because of the small size of the site there was little choice regarding the position of the three buildings. A Type A building, according to the American Institute of Architects, is one con­structed entirely of fire-resistive materials, includ­ing its roof, windows, doors, floors, and finish. The buildings of Main A venue are at best Type C struc­tures. In internal structure, the stairways and cor­ridors are far below standard. III. Service Systems. Possible, 270; actual, 122. Heating and ventilating are poorly provided for in kind, installation, and distribution. There are no fans and motors and no temperature control. Fire protection apparatus is not adequate, fireproofness rates low, and the fire escapes are not used in regular fire drills, therefore below standard. The cleaning system in kind, installation, and ef­ficiency is poor. The artificial lighting and the elec­tric service are only fair. The water supply system is below standard for the large number of pupils to be served. The same is true of the toilet facilities. Locker and storage service are poor. lV. Classrooms or Recitation Rooms. Possible, 145; actual, 78. This is a most important division of the school plant. The three buildings have poor provisions for proper location and connection of classrooms. In general, the construction and finish are low in the rating. Illumination as to glass area and windows is inadequate. Equipment is poor. V. Special Classrooms. Possible, 140; actual, 59. This, another important part of a school plant, is even more lacking in efficiency of construction and equipment than that of general classrooms. Provi­sions for science laboratories are not all adequate, and the facilities for household arts, industrial arts, commercial classrooms, drawing and art, and music rooms range from 25 to 50 per cent of proper standards. VI. General Service Rooms. Possible, 140; actual, 45. The auditorium, with a seating capacity of less than 1,000, is too small to serve the present enroll­ment, and this is true of a majority of the audito­riums in our large high schools. There is a lack of stage dressing rooms, property room, very little pro­vision for visualization work, and of other auxil­iaries. The cafeteria is badly crowded and poorly located. As in the Brackenridge High School, gymnasium facilities are almost wholly lacking, and there is no swimming pool. Relative to the need of the gymna­sium for this section of the country, the following quotation is submitted for consideration. "It is to be hoped that more attention will be given by school men to open-air gymnasiums than thus far has been given. By an open-air gymnasium is meant a covered structure large enough and high enough for all gymnastic exercises, but inclosed on the sides with wire only, so as to allow the fi:ee movement of the outside air and complete exposure of the floor to sunshine some parts of the day. The most successful of such structures are usually made of a light but firmly united steel frame and trussed roof. In most of the southern states such gymna­siums can be used nearly every day of the winter and, of course, off er children a chance to exercise in the open air without exposure to inclement weather. But in sections where snows drift and the tempera­ture is too low for free play out of doors they are not especially valuable."8 •Dresslar, Fletcher B., American School Buildings. Bureau of Education Bulletin, 1924, No. 17, p. 74. Library conditions are better than at Bracken­ridge. The librarian of the Main Avenue High School, in her report for 1927-1928 to the principal, made recommendations which the survey staff in­dorses. However, there is one alternative, that of the use of a portable building for library purposes, which is discussed later in the report of this survey. The librarian's recommendations follow: "It is herewith recommended that in order to bring this library up to standard seating capacity established by the American Library Association for schools of 1,800 to 2,000 students, which is 10 per cent of the total student body, it is advisable to annex the study hall adjoining the library and equip it as a reading room. This equipment should consist of battleship lineoleum for the floor, eight tables and fifty chairs , lights and fan to correspond to the fixtures in the present library, one wall to be lined with shelves, similar to those in the main library. The magazine rack and the Atlas cabinet which are now in the main library may be moved to this read­ing room and the space that is now occupied by them may be converted into a reference section similar to the present one. "The library now consists of one large room and a very small room. In the event that this study hall is added, it will be necessary to give the librarian an assistant. It is difficult even now for one person to keep strict discipline, to furnish the students with their reference material, to list bibliography for teachers, to order, check, accession, shelf list, and catalogue all new books, and to list for rebinding all old books. It would be with difficulty that one person could supervise three rooms. Moreover, there is no opportunity to have a class in elementary library science, which means that the librarian can teach library science to a limited number of girls, only. This instruction must be given in connection with the general routine of the library. "The added seating space and equipment will lend atmosphere to the library. With an assistant, the librarian will have an opportunity to complete the catalog, conduct a class in library science, and give increased aid to the students in their reference work." VIII. Administration Rooms. Possible, 50; actual, 14. Administrative offices for the principal and assist­ant are only fair. Better facilities for a general office workroom are needed and a waiting room and supply room are lacking. Better provisions for pre­serving the records in a fireproof vault of good di­mensions and ample shelving are necessary. Under "Other Administrative Offices" the Standards call for provisions for the Dean of Girls, Dean of Boys, night school principal, attendance officer, registrar, vocational counsellor, school psy­chologist, etc. Those are poorly provided for or en­tirely lacking. Women's rest room and men's retiring room are not adequate and there is no teacher preparation room. The importance of this preparation room is seen in this quota­tion from the Standards, p. 78 : To permit of the most complete utilization of all classroom space, teacher preparation rooms or work­rooms are essential. The preparation rooms should be equipped with work desks and desk chairs, small lockers for teachers' books and material, bookcases for profes­sional books, clock, and general utility table. The rooms should be located at a point which is readily accessible to large groups of teachers. The number, size, and character of these rooms will vary with the size of the school. In another part of this report a study is shown of the large percentage of teachers who travel from one recitation room to another, making the need of the preparation room all the more apparent. A most important phase of proper administration of the school is that of health service rooms. There is slight provision for the nurse's room, but there is no waiting room, no medical or dental clinics, and no other health service room. Student activity rooms and custodial service rooms are not provided for in any suitable manner. Table Xlll gives the scores allotted on the major items of the score card for the two senior high-school plants and Figures 2 and 3 show graphically these items in relation to the possible score. FIGURE 2.-Graphic Representation of the Five Major Items of the Scale Allotted to the Brackenridge High-School Plant. Total Possible Score Followed by Score for Brackenridge. Per Cent 0 10 20 30 40 50 60 70 80 90 100 Total Possible Score·----11••······· Site___________ __________ ____ Building______________________ _ Service Systems__________ Classrooms -------------------­Special Classrooms______ General Service Rooms Administration Rooms FIGURE 3.-Graphic Representation of the Five Major Items of the Scale Allotted to the Main Avenue High-School Plant. Total Pos­sible Score Followed by the Score for Main Avenue. Per Cent 0 10 20 30 40 50 60 70 80 90 100 Total Possible Score__ _ Site___________ ____________________ Building_ _ _________________ Service Systems___ _______ Classrooms -----------------­Special Classrooms _____ General Service Roome­ Administration Rooms­ 1 TABLE XIII.-SCORES ALLOTTED ON THE MAJOR ITEMS OF THE SCORE CARD FOR BRACKENRIDGE AND MAIN AVENUE HIGH-SCHOOL PLANTS ~ .. ~ ~""Q) 0 00 ~ OOtl.I 0"' 000 C!l 00 <~ E'1 Possible Score________ 100 155 270 145 140 140 50 1,000 Brackenridge ----------71 126 169 102 67 62 19 616 Main Avenue___________ 40 87 122 78 59 45 14 445 IV. SEATING AND LABORATORY ACCOMMODA­ TIONS IN MAIN A VENUE HIGH SCHOOL Table XIV sets forth the following significant data: 1. Normal seating capacity of each room. 2. Actual number of seats in each room. 3. Number of pupils accommodated by each room for each period of the school day. 4. Excess of pupils over normal capacity for each room every period of the day. Thirty-two represents the total number of recitation rooms in the Main A venue High School. All except one are seated in excess of the normal capacity of the rooms. The excess, as shown in Table XII, ranges from 3 to 15, and the average a little more than 7, with the average per­centage in excess of 24. The actual number of pupils enrolled for the second semester of 1927-1928 and attending classes in the various rooms in excess of room capacity was as follows: First period, 21 rooms have a student excess of 118; second period, 25 rooms have an excess -of 108; third period, 24 rooms have an access of 121; fourth period, 22 rooms have an excess of 131; fifth period, 24 rooms have an excess of 123, and sixth period, 19 rooms have an excess of 100. The total number of period-rooms in which excess occurs in the course of the day is 135 and the total pupil­recitation so inconvenienced is 701. Conditions are somewhat better in non-recitation rooms as shown in Table XVI. The excess occurred in ten of the twenty-six rooms and the total excess, including the audito­rium, was 251, the latter having an access of 180. The average excess in non-recitation rooms other than the audi­torium was eight pupils. TABLE XIV.-USE MADE OF RECITATION ROOMS DURING THE REGULAR SCHOOL DAY IN THE MAIN AVENUE HIGH SCHOOL FOR 1927-1928 Number of Pupils Enrolled Seating ,-and Excess of Normal Room Capacity for Each Period of the Day-, Room ,-Capacity-, ,--I ---, ,--II ---, r-III ---, r-IV ---, ,--V ---, r-VI ----, No. Normal Actual Pupils Excess Pupils Excess Pupils Excess Pupils Excess Pupils Excess Pupils Exceaa 110 25 40 41 16 28 3 36 11 35 10 42 17 36 11 111 30 35 29 -1 31 1 28 -2 29 -1 32 2 26 -4 112 25 28 28 3 23 -2 27 2 33 8 29 4 27 2 113 30 35 28 -2 35 5 30 0 27 -3 27 -3 23 -7 114 26 26 22 -4 20 -6 29 3 24 -2 21 5 28 2 122 25 33 36 11 33 8 27 2 30 5 33 8 31 6 135 25 35 20 -5 29 4 26 1 12 -13 21 -4 27 2 136 25 30 23 -2 22 -3 32 7 29 4 23 -2 31 6 137 25 35 21 -4 34 9 23 -2 31 6 33 8 17 --8 210 25 34 26 1 29 4 32 7 36 11 33 8 25 0 211 25 32 27 2 23 -2 21 -4 22 -3 23 -2 31 6 212 25 35 32 7 28 3 26 1 22 -3 28 3 21 -4 213 25 35 30 5 27 2 29 4 35 10 32 7 21 -4 214 25 35 28 3 23 -2 19 -6 33 8 28 3 27 2 215 25 35 33 8 29 4 31 6 28 3 30 5 31 6 216 25 35 29 4 29 4 36 11 34 9 27 2 29 4 217 25 30 28 3 24 -1 27 2 27 2 27 2 29 4 220 25 30 22 -3 30 5 22 -3 30 5 28 3 30 5 221 25 32 28 3 33 8 30 5 18 -7 25 0 25 0 224 25 30 21 -4 30 5 27 2 29 4 30 5 24 -1 224A 226 25 25 30 35 23 27 -2 2 28 30 3 5 27 31 2 6 30 31 5 6 24 31 -1 6 26 30 1 6 229 25 34 30 5 26 1 34 9 31 6 14 -11 20 -5 312 324 325 337 338 339 340 342 343 25 25 25 25 25 25 25 25 20 29 30 28 35 36 32 32 28 24 23 24 34 35 30 31 32 28 28 -2 -1 9 10 5 6 7 3 8 28 30 31 28 29 29 31 21 23 3 5 6 3 4 4 6 -4 3 30 32 30 31 25 32 29 24 28 5 7 5 6 0 7 4 -1 8 32 21 28 22 30 32 26 25 26 7 -4 3 -3 5 7 1 0 6 27 31 28 28 31 28 32 25 25 2 6 3 3 6 3 7 0 5 24 31 28 19 30 19 31 23 28 -1 6 3 -6 5 -6 6 -2 8 TOTAL EXCESS___ 118 108 121 131 123 100 No. rooms in which excess occurred__ __ 21 25 24 22 24 19 TABLE XV: EXCESS SEATING OVER NORMAL ROOM CAP A CITY IN THE MAIN A VENUE HIGH SCHOOL FOR 1927-1928 (As Reported by the Principal) Room No. Recitation Rooms: 110 111 112 113 122 135 136 137 210 211 212 213 214 215 216 217 220 221 224 224A 226 229 312 324 325 337 338 339 340 342 343 Normal Capacity 25 30 25 30 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 20 Non-Recitation Rooms: 120 25 123 25 124 25 134 25 321 25 323 20 326 24 329 24 334 20 Auditorium: 803 Actual Number of Excess Seats 40 15 35 5 28 3 35 5 33 8 36 10 30 5 35 10 34 9 32 7 35 10 35 10 35 10 35 10 35 10 30 5 30 5 32 7 30 5 30 5 30 5 34 9 29 4 30 5 28 3 35 10 36 11 32 7 32 7 28 3 24 4 48 23 30 5 32 7 36 11 30 5 21 1 30 6 32 8 22 2 983 180 II>-­ ~ TABLE XVI.-USE MADE OF ALL ROOMS OTHER THAN RECITATION ROOMS DURING THE REGULAR SCHOOL DAY IN THE MAIN AVENUE HIGH SCHOOL FOR 1927-1928 Number of Pupils Enrolled Seating ,----and Ex~esa of Normal Room Capacity for Each Period of the Day--. Average ,-Capacity-, Pupils Excess Pupils Excess Pupils Excess Pupils Excess Pupils Excess Pupils Excess Excess Room No. Normal Actual ,..-I~,--II~,--ill --. ,--IV --. ,..-V----, ,--VI --. Laboratory ____ 120 25 48 47 22 39 14 41 16 46 21 37 12 29 4 14.8 Coaching Room___ 123 25 30 30 5 30 5 30 5 30 5 30 5 30 5 5.0 Laboratory _________ 124 25 32 25 -2 28 3 32 7 32 7 22 -3 24 -1 1.8 c:::l Piano Music Room.. 130 -----23 ----31 14 --15 25 38 ~· Laboratory ________ 134 25 36 26 1 27 2 56 31 39 14 44 19 35 10 12.8 ~ * Physical Ed. Room 140 55 55 30 -25 32 -23 29 -21 ----52 -3 64 9 -10.6 ~ 8 8 8 0 8 0 8 0 8 0 8 0 8 0 0.0 .... Office --------------141 ~ Study Hall_____________ 222 70 65 62 -8 84 14 75 5 73 3 78 8 70 0 6.3 ~ Mill Room ----------310 ----14 14 ----14 ---14 --19 ---19 ----19 ----0 ....... Machine Shofi_____ 311 ----21 20 ----20 --20 ---22 -22 -22 --­Man'l Train. oom 314 14 10 12 15 19 15 13 ----"'i ~ Drawing Room_____ 315 22 22 19 -3 19 -3 19 -3 21 -1 24 2 24 2 -1.0 ~ Electric Shop__________ 317 16 14 13 -3 13 -3 13 -3 16 0 16 0 16 0 -1.5 ~ ~ Study Hall_____________ 320 72 65 70 -2 70 -2 75 3 78 6 74 2 78 6 2.2 Shop ---------------------321 25 30 32 7 32 7 20 -5 28 3 28 3 28 3 3.0 ~ Drawing Room_____ 323 20 21 15 -5 17 -3 14 -6 21 1 21 1 20 0 -2.0 .... .... Laboratory ---------326 24 30 32 8 28 4 30 6 26 2 22 -2 30 6 4.0 ~ ~ Drawing Room___ 327 27 24 24 -3 25 -2 25 -2 22 -5 21 -6 20 -7 -4.1 ~· Lal;x>ratory -----------329 24 32 31 7 32 .8 23 1 29 5 31 7 22 -2 4.3 Cooking Room______ 830 22 22 20 -2 21 -1 19 -3 18 -4 18 -4 22 0 2.3 Cooking Room.__ 331 20 20 20 0 14 -6 20 0 18 -2 20 0 "--1.6 Sewing Room___ 334 20 22 20 0 18 -2 16 -4 12 -8 23 3 23 3 -1.6 Sewing Room____ 336 25 18 18 -7 18 -7 18 -7 ---7.0 Art Room______ 341 25 24 24 -1 27 2 16 -9 20 -5 20 -5 --3.6 - 16 15 15 15 15 15 15 Shop ------------------­ 51 --51 46 --53 ­ Cafe-------­ Auditorium ______ --983 180 140 -230 -265 -278 --225 - Special attention is called to the fact that every recitation room is used every period of the day. and most, if not all of the non-recitation rooms are used for regular class work in addition to the use which they are supposed to serve. For example, room 120, a laboratory room, equipped with tables and chairs to accommodate 25 pupils, carries an average excess of 14.8 pupils for the day, some of which periods are regular recitations in other than science, for which extra chairs are placed and for which the room is wholly unsuited. The physical education room, No. 140, intended for a certain type of physical education, must be seated with chairs and used for recitation purposes. Even a small office accommo­dating only 8 pupils is brought into use for class work for small classes. These rooms, which are intended for special purposes, should not be used for class work. They are not at all adapted to this purpose. Attention should also be called to the fact that negative quantities, in the excess column, may not be at all significant. In any well directed high school where an enriched curricu­lum is offered, small classes, especially in advanced courses, are inevitable and simply must be provided for. This is particularly true of Latin, mathematics, and advanced courses in most subjects. The significant facts are the positive excesses, which exist in practically all recitation rooms for one or more periods of the day and for most of the non-recitation rooms. The fact that rooms are used for purposes for which they were never intended means that often lighting and ventilation are poor and that pupils are uncomfortably accommodated. Such conditions should not be tolerated in a progressive community. It is evident, from the above data, that Main Avenue is at present carrying a student load far in excess of its capacity. A 25 per cent excess load in recitation rooms is a very important matter and should receive immediate at­tention. This condition will become more serious as the potential high-school enrollment becomes actual and as the population of the city grows. That both these results are inevitable is .shown by a study of enrollments in every high­school district in America and a casual observation of the growth of San Antonio. V. ROOM ASSIGNMENTS TD TEACHERS IN MAIN AVENUE HIGH SCHOOL FOR 1927-1928 Table XVII sets forth conditions as to the home room teacher versus the traveling teacher in Main Avenue High School. Thirty-one teachers taught in only one room, five in two rooms, ten taught in three rooms, four in four rooms and one in five rooms. It is seen that 30 per cent of the teachers are conducting their work in three or more rooms. This is a deplorable condition and should not be tolerated. All authorities agree that in most subjects in the modern high school special equipment and reference material are necessary for best results. There is therefore a strong tendency to set aside a room or suite of rooms adjacent to each other for teaching classes in a given subject. Material for teaching is all kept in the room or rooms in appropriate cabinets and is therefore always available for the teacher. This plan is sometimes referred to as the unit plan of organization. The subject of history will illustrate this point. Good history teaching demands maps, globes, charts, etc. These should be of the best types and should be kept in cases or cabinets when not in use. It is a sad commen­tary, either on the administrative organizations or on the adequacy of room accommodations, when teachers are forced to chase from one portion of the building to another with maps and globes or other material in hand and then must chase back to the room from which it was taken before the next period begins. The lack of unit organization and provision for home rooms was one of the striking shortcomings observed by the survey staff. An inquiry into the cause of such condi­tion did not place the blame at the door of the administra­tive officers. It soon became evident that commendable results in this direction had been made by those in charge when the limitations under which they labored were con­sidered. TABLE XVII. ROOM ASSIGNMENT TO TEACHERS AT MAIN AVENUE HIGH SCHOOL FOR 1927-1928 ALL TEACHING DONE IN ONE ROOM Subject. No. of Teachers Social Science ···············--·-------------------------····---------------6 English ------·····-----··--------------···-·····-------------------------------· 10 English-Speaking ------------·······-··················-·--·····-------1 Public Speaking ············--------------···--····------·············-· 1 Spanish ------·--·-···-····--····---····-----··---··············-······--··-··· 3 French ·······-··-·······-----------··············-···-·-·········----------1 Latin ···--·····-······----------------·-········-···················------------···· 1 Academic Coach --------------------------------------------1 TEACHING DONE IN TWO ROOMS Subject No. of Teachers Social Science ---------------------------------------------··········--·-·-2 Public Speaking ----------·-······---·-··--·--····--·-···-·····-------------1 Commercial Courses ----------------······----------------------------··· 1 English ---------------------------·-··------········---···--------------------··· 1 TEACHING DONE IN THREE ROOMS Subject No. of Teachers English ····-----·-----------------------·······------------········---····--·---··· 2 Mathematics -----·-··---····--------------------------------···-------------· 1 Commercial Courses -----------··---··-·-----------···-----------------4 Spanish ---------------------------------------------------------·-····-···------1 Social Science --------------------------------------------------····-·--···---2 TEACHING DONE IN FOUR ROOMS Subject No. of Teachers Mathematics ······---------·--····-·----···---·-··---·-··--------------------· 2 English -------------····--------------------------------------··----······-······· 1 Latin -----------------·····----···--······---------·····--·--···--··-···--···-----·· 1 TEACHING DONE IN FIVE ROOMS Subject No. of Teachers Spanish -····--·····-----------------··-------··------------------------------------1 TEACHING DONE IN THREE, FOUR OR FIVE ROOMS Subject No. of Teachers English ---------------------------------------------------··------··------------··· 3 Mathematics ---------------------····---······-----------------·-········-· 3 Commercial Courses ------------------------------------------------------4 Spanish --------------------··----····-······---------------------------------------2 Social Sciences -----------------------------------------------------------2 Latin --------------···--····-·······------------------------------------·········-1 The underlying causes are in the building plan or lack of it, the fact that the plant represents an accretion of one building after another, with no well defined plan to house the school program, and the further fact that the building is overloaded as is shown above. The simple fact is that a large room, which cares for a large section in history the first period of the day must be used for a large section in Spanish the second period, while the smaller section in history of the second period moves to a smaller room in a remote corner of the building or in another building, for the children of every section must be seated. Attention should here be called to the fact that, in the main, classrooms in Main Avenue are too small, or rather that there are too few large classrooms with a capacity or 35 or 40 pupils. In the unit organization, the rooms grouped for a given subject should have, generally one or two large rooms, some medium-sized rooms and some smaller rooms. This matter will doubtless be given atten­tion when the new building program is undertaken. SUMMARY AND RECOMMENDATIONS 1. San Antonio has shared with other American cities a rapid growth in scholastic population for the last ten years, which has been accelerated during the last two years. 2. The city has less financial burden to support its school program from the standpoint of school enrollment than other comparable cities, especially in the high schools, on account of its large Mexican population, but must, on the other hand, develop a type of education in the high schools of an expensive sort in order to attract and hold the chil­dren of foreign descent. 3. San Antonio's growth in high...,school enrollment has not kept pace with growth in high-school enrollment throughout the country. 4. San Antonio is not serving effectively its students of high-school age. a. Approximately half the pupils of high-school age are not enrolled in any high school, public or private. b. The Main Avenue High School plant is inade­quate both as to quality of service and num­ber of pupils accommodated on the present enrollment basis, to say nothing of the chil­dren of high-school age not enrolled. The same is true to a less degree of Brackenridge High School. c. The location and general environment of Main A venue High School are so unsatisfactory as to demand that it be abandoned as a regular day high school. d. The score given Main A venue, by the use of the Strayer-Engelhardt score card, is 445 on the basis of 1,000 as a total possible score. A building that scores no higher should be aban­doned for regular high-school purposes. e. The population trends of the city demand that at least one, and possibly two, new high schools should be established. 5. Both high schools are so overcrowded that unit ar­rangement of rooms for given subjects and provisions for home rooms for teachers are impossible. Conditions are especially bad with respect to this matter in Main A venue High School. In this school, not only are home rooms im­possible, necessitating moving equipment that should remain stationary, from room to room, but laboratories, shops, offices, and various cubbyholes are employed for recitation purposes. All recitation rooms in this school are over­seated, the average excess of seating over capacity being about 25 per cent. The following recommendations are submitted: 1. The Main Avenue High School plant should be abandoned as a regular day high school. 2. Consideration should be given to the continued use of the plant, after remodeling, as a part-time day and eve­ning school, night school, and junior college. 3. A new high-school building, with a capacity of at least 3,000 pupils and modern in every respect should be erected to the north and west of the present Main Avenue building, or 4. A high-school building of less size should be erected north and west of the present Main A venue building and a second high-school building, adapted for trade and voca­tional work, as well as for regular academic work, erected in the western section of the city. 5. A research department should be established in the San Antonio schools, whose function it would be, in coop­eration with outside agencies, to conduct further studies in the curriculum, teaching efficiency, a testing program, pupil accounting, vocational training, etc. Whether such a de­partment is established or not, it is strongly recommended that these further studies be undertaken.