. The relation of the size of the class to school room efficiency. 10 15 20 (Me VII. 25 30 35 45 55 56 up. 10 15 20 25 30 35 45Size of Classes. Grade VIII. FIGURE XXXIV. m FIGURE XXXIII. ME. xFfFr OF 1. 3. S. /OHM 3. PR increase in the percentage of withdrawals. Such a conclusion isbased upon the assumption of a causal relationship between thesize of the class and the number of pupils withdrawn from theclass. We cannot be sure that this relationship exists but theevidence at hand seems to favor its existence. The most important causes of permanent withdrawal are:-(l) Removal from the city or s
. The relation of the size of the class to school room efficiency. 10 15 20 (Me VII. 25 30 35 45 55 56 up. 10 15 20 25 30 35 45Size of Classes. Grade VIII. FIGURE XXXIV. m FIGURE XXXIII. ME. xFfFr OF 1. 3. S. /OHM 3. PR increase in the percentage of withdrawals. Such a conclusion isbased upon the assumption of a causal relationship between thesize of the class and the number of pupils withdrawn from theclass. We cannot be sure that this relationship exists but theevidence at hand seems to favor its existence. The most important causes of permanent withdrawal are:-(l) Removal from the city or school district. (2) Death or longcontinued illness. (3) Home conditions which make it necessaryfor pupils to go to worii. (4) In cases where the compulsoryattendance laws are inoperative, a dislike for school or indiffer-ence to the value of education. The first three of these causes are extra-school causes andif the size of the class is in any way related to them it mustbe only indirectly. They may, however, be given as reasons forwithdrawal when the last cause mentioned is the real cause of thewithdrawal. The fourth cause is partly within the school and in manycases may be the cause of withdrawal from the c
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Keywords: ., bookcentury1900, bookdecade1910, booksubjecttheses, bookyear1914
