. School survey, Grand Rapids, Michigan, 1916. ours; the median is the same; while the range is ::::::::^J:::::::: I | i nc ?H ji i i u [hi | ^B^H II lilt U -:L~ ;-:2r:::-== : = =-, 1 I D|)|||| 1 1 + ._• I^^^^HH - , ! HrlH li :: UrM^ar1 __. ii ::: — m — . tl --? . _ - m^^bjA iiji ji II 1 1 ??? fi^Hsr 1IIII -—- i^PISR^ Ifll II - —? - — - ^?^Ect 1 III J II 33323 ~ . tl :E: ^ uR^^- I H 111; II lilt y&\\- £j v / jK _ 11 ==; X Hi ====—hi—iii mil — mil |;1§ 0 as: ^isstEE* jE-: ---^acMibnnr^^iSi^r^tc^Yr . _L --? _| ,. * - „_ TTI T l .: ^sjL&siaiii: - _ -J53 JC3Sa_ 3Ztt^5dsa5t5iSL3p ::::::::i::::::::z
. School survey, Grand Rapids, Michigan, 1916. ours; the median is the same; while the range is ::::::::^J:::::::: I | i nc ?H ji i i u [hi | ^B^H II lilt U -:L~ ;-:2r:::-== : = =-, 1 I D|)|||| 1 1 + ._• I^^^^HH - , ! HrlH li :: UrM^ar1 __. ii ::: — m — . tl --? . _ - m^^bjA iiji ji II 1 1 ??? fi^Hsr 1IIII -—- i^PISR^ Ifll II - —? - — - ^?^Ect 1 III J II 33323 ~ . tl :E: ^ uR^^- I H 111; II lilt y&\\- £j v / jK _ 11 ==; X Hi ====—hi—iii mil — mil |;1§ 0 as: ^isstEE* jE-: ---^acMibnnr^^iSi^r^tc^Yr . _L --? _| ,. * - „_ TTI T l .: ^sjL&siaiii: - _ -J53 JC3Sa_ 3Ztt^5dsa5t5iSL3p ::::::::i::::::::z: :::^-5i:4caq:dsc£j:5fjft|^SL^j -^ffi I ---_- ???•????(?????^??????????nvanHiiii ????i^<i(<4i<«|.r4> --fflB 1 , SB-cWi iin 4\*t ^srtj,4c1« Ufa&i iimizzzi ii i f r riTi mi i h n i uwa n n+ni 11 TTrl 11111 DIAGRAM LXIX—Showing departmentalization of work in high schools. SECONDARY SCHOOLS 287. DIAGRAM LXX—Showing the range of different class subjects taught daily by theteachers of the Junior and Senior High Schools. TABLE XLIX Showing the number of minutes teachers spend daily in preparingtheir school work. Number of Teachers Spending^ Number ofMinutes Indicated in Preparing Work Not Re- SCHOOL Under 30 30-60 61-90 91-120 121-200 Over 200 porting Central 1 5 12 14 .8 2 6 Union 0 4 10 12 7 1 5 South 0 10 5 7 11 2 0 Junior 1 7 7 7 10 1 0 Totals 2 26 34 40 36 6 11 Percentage Median: Between 91 and 120 minutes, 288 SCHOOL SURVEY, GRAND RAPIDS, MICHIGAN from less than 30 minutes to more than 200 minutes. Speakinggenerally, the time given by teachers to the preparation of theirdaily work seems reasonable. Conducting classroom exercises is, after all, but part of ateachers daily routine of work. Hall duty, session-room duty,assisting pupils after school to make up lost work, assisting withstudent collateral activities, attending to minor cases of
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