III. REASONS FOR PLATOON ORGANIZATION

If platoon organization is having such a rapid spread in the United States, it must be because of certain fundamental principles and arguments which have made an appeal to educators and boards of education. What are these arguments that have led to the extension of the platoon school idea?

1. SOCIALIZED CURRICULUM

First, and most important of consideration, the platoon school provides a highly socialized curriculum. Dr. W. P. Burris, professor of education, University of Cincinnati, has said that "the platoon school is a device for giving to the child a greater variety of experiences." The platoon program gives one-half of the school day to the social subjects and special activities, whereas the usual program of the traditionally organized school gives not more than one-fourth of the time to such work, and even then the special subjects and activities are often poorly handled and are looked upon by principals and home-room teachers as "interruptions" of the "regular" program. At the present time, in one of the large cities of the United States, a study is being made of the whole problem of "interruptions." "Interruptions" were listed by a representative committee of teachers, principals, and supervisors, and an investigation was conducted throughout the system to ascertain how much time they consume during a given week. The list is as follows:

subjects which the educational world accepts as fundamental in the social development of the individual.

3. DEPARTMENTALIZATION

Platoon organization, by departmentalizing the work in special subjects, makes it possible to have a specially trained teacher for each special subject, thus assuring a maximum of socialization so far as the teacher is concerned.

4. INDIVIDUAL DIFFERENCES CARED FOR

Platoon organization makes it possible to take care of individual differences. The child who needs additional time on the tool subjects may put in less time on the expression subjects. Likewise, the child who should be allowed to develop a special talent in music, art, or dramatics, can be given additional work of this nature with groups other than his own.

5. SAFELY CONSERVATIVE

Platoon organization is neither ultra-radical nor ultra-conservative. It is a long step toward the ideal, but is sufficiently conservative to appeal to the public. When properly organized, directed, and supervised, its success is assured.

6. INSURES MODERN BUILDINGS

Platoon organization requires specially built or adapted buildings, supplied with good equipment. Provision for the most essential socializing agencies of the school are omitted in the large per cent of American school buildings; platoon organization demands for every building playgrounds, a gymnasium, an auditorium, and the various special rooms.~~

7. MORE ECONOMICAL

Platoon organization is economical as to buildings and grounds. The traditional school is of the "peak-load " type, requiring one seat for every pupil, whereas the platoon plan is of the "balanced-load " type. Under the traditional organization, when children are in the auditorium, gymnasium, manual training shop, or any special room, the corresponding home room is idle. Also, under traditional organization, if the building is provided with modern facilities, such as gymnasium, auditorium, and playgrounds, the building is in use probably 80 per cent of the school day, and the grounds are in use probably 20 per cent of a 5-hour day. Under platoon organization every spe

Barrows, Alice. A school building program for Athens, Ga. U. S. Bu. of Educ. Bul., 1921, No. 25.

teacher sociation.

22. Weighing.

ion almost all of these so-called interte places in a "balanced" program. Only d 20 would continue to occur in home rooms. ol activities listed are not " interruptions" or but belong to the regular school work and have the program.

2. A 50-50 PROGRAM

hool, by providing a 50-50 program-giving half fundamental or tool subjects and half the time to insures thorough and uninterrupted work in those

Platoon organization is economic The traditional school is of the "peakfor every pupil, whereas the platoon pla type. Under the traditional organization auditorium, gymnasium, manual training she the corresponding home room is idle. Also, un zation, if the building is provided with modern fac nasium, auditorium, and playgrounds, the building 80 per cent of the school day, and the grounds an 20 per cent of a 5-hour day. Under platoon organ

6 Barrows, Alice. A school building program for Athens, Ga. 1921, No. 25.

ס

cial facility and classroom is in use 100 per cent of the time. In other words, platoon organization spells 100 per cent efficiency in the use of the school plant.

Since every room and department is in use all the time, the load is balanced in such a way that the building will accommodate more pupils. In Detroit, for example, the superintendent's office claims an increase of 333 per cent on the average in capacity of school buildings over the traditional plan. This of course means a tremendous saving in building costs.

At Newark, N. J., a saving of 62 rooms, which at $12,000 per room amounts to $744,000, is claimed for the 10 buildings having " alternating" or platoon organizations in 1920. The following table from the annual report shows the figures:

Financial saving effected by platoon-school organization, Newark, N. J

1 Combined 63d and 64th An. Rep. Bd. of Educ., Newark, N. J., 1918-19 and 1919-20, pp. 136-139.

As will be seen from the above table, the capacity of buildings in Newark is increased by about 19 per cent.

IV. ORGANIZATION AND ADMINISTRATION

Illustrated by the Henry C. Kumpf Platoon School, Kansas City, Mo.

Discussion of the platoon school thus far has been more or less general in character, dealing with the growth of the movement in the United States and some of the major arguments that have led to so wide an acceptance of the plan. Problems of organization and administration, the curriculum, and the program, are more specific in their nature and must be thought of in terms of a given situation. Hence, from this point on in consideration of the platoon school the author will use his experiences in the Henry C. Kumpf School, of Kansas City, as a basis for discussion. Given a different