-B 324S The Schoolhouse L. C. EARL The Schoolhouse BY EDWARD C. LARL WASHINGTON, D. C. 1919 COPYRIGHT, 1919 BY EDWARD C. EARL ©CI.A5 2 9 381 JUL 30iyiy .Bz The Call to the School table i. Population of the, united states. CLASS OF COMMUNITY TOTAL POPULATION PERSONS G TO ZO YEARS OF AGE. NUMBER PE.R. CtNT DISTRI- BUTION TOTAL NUMBE.R. NUMBER NUMBER ATTENDING .SCHOOL NUMBER. PER.CE.NT R U R AL URBAN TOT A L (U.S.) 4934 8 883 42615 3&3 91 372 £&<£> 53.7 46.3 I 00. Ife 23 O 40& if 5 20^793 27 75o' ? 599 5S.5 41.5 100. 17 201 235 7 09S 3&9 300 2.04 &2.9 62.3 53 41 IOO TABLE IX. ILLITERACY. R U R A L URBAN TOTAL. TOTAL POPULATION 1 YEAR5 OP AGE. AND OVER NUMBER 3fc 931 095 34 619^1 7 5 7 1 58 2.70 5 1.6 4&.4 IOO. 1LLI TERATE. 10 YEAE.5 OF AGE. AND' OVER. NUMBER. 3 748 03I 1768 I 32. 5516 165 10.1 5.1 7.7 32. IOO TABLE m. INABILITY TO SPEAK. ENGLISH FOREIGN BORN WHITE POPULATION 10 YEARS OF AGE. AND OVER RURAL URBAN TOTAL. TOTAL NUMBER NUMBER 3 61 2. 535 9 33 1 994 12. 944 52.9 2.7.9 72. I IOO NUMBER UNABLE TO 5PEAK. ENGLI5H NUMBER 910 130 >z oaz &&i 2. 953 01 1 PER. CENT 2.5. 2 21.9 22.8 so.a 69.2 IOO t 2 « Z) — < u iu n e o r o f! o = § Di (O "- Z uJ if) kJ (■ I- O H J « f o 59 203 JO <65S SSI -3 77 2 I 74 .3 & 14 G>70 . Z &57 &7I ..I 737 053 .. I &&3 5«>9 9G4 &24 .... 4 59 29 I ...33.2 ... 27.9 .... 9.9 .... 9.5 ....6.9 ....4.5 4.4 2.5 1.2 3% I&7 33>5^ 151 Bit (i lot S3 1 PtSzlQ'g It p. ell ill § is. fe? i it Ee ogse §6 P2 se as .23 o° )|3! g§ Si eg n:o i THE BUILDING ESSENTIALS. The greatest needs of city schools COURSE OF STUDY. are larger grounds and more buildings SIZE OF BUILDING. of the best modern type. The greatest THE BASEMENT. needs of country schools are larger and MATERIALS. better kept grounds, better buildings, LIGHTING. better sanitation and better equipment. A SOCIAL CENTER. The rural schoolhouse should be attrac- tive in appearance and may well reflect the home in its design, while, as an institution of learning and discipline, its plan should insure the greatest efficiency in operation. The more extensive use of the schoolhouse for social and community meetings of an educational character and the teaching of Agriculture, manual training and household science, are developing a new schoolhouse plan in which the workroom and library are used to supplement the work of the classroom, and an assembly room is provided for general public use. Essentials. Every school building should be safe, sanitary, comfortable; well lighted, heated and ventilated; carefully planned, economically and honestly built; of durable materials ; of minimum cost for upkeep ; perfectly adapted to its purpose, and beautiful in appearance. To be safe a school building need not be fireproof, but it should, at least, be fire resisting, slow burning, and easily and quickly emptied. One-story buildings may safely be of wood. Two-story buildings should have all exterior walls and carrying partitions, all stairways and all corridor floors of non-burning materials. Three-story buildings are undesirable for grade schools. If built, they should be entirely fireproof. All roofs should be covered with non-burning materials. Heating rooms should be safeguarded against fire and should be shut off from the remainder of the building by fire- resisting and fireproof construction. Ample insicje stairways should be pro- vided to empty the building in not to exceed three minutes. Outside iron stair- ways are undesirable because pupils will not be sufficiently accustomed to their use. The Building Course of Study. The training of the child is provided for by the school (a) in the class- room, auditorium, library and study, where he receives individual and collective instruction, makes use of the sources of literary knowledge and learns to think for himself; (b) in the drawing room, laboratory, shop and garden, where he trains his hand, makes real his knowledge and learns to do by doing ; and (c) in the gymnasium, and on the playground, where he invigorates his body, refreshes his mind and lays a foundation for future mental and bodily vigor. The classroom is the unit and nucleus for all this, and however im- portant the other equipment may be, our system of training makes this feature the basis of grade school design. Size of Building. The number of classrooms determines the size of grade school buildings. Educators generally agree that a teacher should have not more than thirty pupils. But recognizing the difficulty of maintaining this standard, they place the practical limit at thirty-five pupils and believe that the ultimate or emergency limit should be forty. Considering the physical well being of the child, the floor area for each pupil has been established at 15 to 18 square feet and the cubic feet of air space at 200 to 225. These requirements will be fulfilled by a classroom having a floor area 20 to 23 feet by 27 to 32 feet and a ceiling height of 12 feet or 12 feet 6 inches. A classroom 25 by 32 feet has been found to be about the practical limit of voice and vision for teacher and pupils, and these dimensions with a ceiling height of 12 or 13 feet are near the limit for satisfactory lighting with windows on one side only of the room. The Boston standard is 23 by 29 feet for lower and upper elementary grades and 26 by 32 feet for junior high schools, with ceiling height of not less than 12 feet. It will frequently be desirable to make additions to the school building as the population increases. This may be provided for in planning the building, yet to do so will often mean the sacrifice of some desirable feature of plan or design and larger cost, eventually, for the completed building. Or the entire building may be constructed, leaving some rooms to be equipped later ; using them, until needed for classrooms, for some of the secondary functions of the school. However, there are several types of buildings which may be added to as the needs of the community require. The Basement. The basement is not only necessary for. larger school buildings, but is also essential to the highest efficiency of one-room rural schools. It is the most desirable place for the heating apparatus, because a basement furnace affords a better distribution of heat over the whole building and is more safe, cleanly and convenient than the jacketed stove. The basement is a satisfactory The Building place for toilets where water' supply and sewerage system are available. It is usually the only place for playrooms and may be used for manual training; and domestic science when it is high and well lighted. Basements that are dark, damp or poorly ventilated are not desirable. With a cement floor not more than four feet below grade and ceiling not less than five feet above grade, a basement in a dry, well drained soil should be sanitary, but for workrooms it would be better not more than two or two and one-half feet below grade. The walls may be of concrete with cement plaster inside or with face brick or paving brick wainscot or of selected common brick, carefully laid. Outside, the walls should be kept dry with cement plaster, or asphalt coating or with cinder or gravel fill and with tile drains. A basement makes the rooms above dryer, warmer and more free from ground air. The increased cost should not prohibit the use of basements in. rural school buildings. Materials. In schoolhouse construction the best is the cheapest and safety, fitness; and service should be the first considerations, then beauty and cost. Materials and methods of construction will be largely influenced by local conditions. For foundations, concrete, stone, or hard-burned brick may be used; preference- being given in the order named. A good foundation may be built of brick with cement mortar and with waterproofing on the outside. Brick walls above grade- are permanent, will require no repair or paint and even common brickwork may be made attractive with selected brick and good workmanship. For small buildings, outside plaster on common brick or tile, is desirable, pleasing and not expensive. Small frame buildings may be made safe by firestopping with brick or other non-burning materials. Plaster is the best inside finish for walls and ceilings. Brick walls may be furred inside with hollow tile or faced, inside with hollow brick and the plaster applied directly to the wall without lath □r open furring space. However, hollow bricks even with damp proof paint„ do not make a sufficiently dry wall. Metal lath on metal furring is expensive. Wood furring and wood lath keep the plaster dry and add little to the fire risk when properly firestopped. Basement floors should be of cement. Corridor floors, where fireproof, may be of composition, cement, asphalt, marble, tile or mosaic. Cement is. the cheapest and is satisfactory. Marble,, tile and mosaic tile in patterns, are more pleasing than cement but somewhat more noisy. They are clean, non- absorbent and durable. Wood floors, although not perfectly sanitary, are best for classrooms and offices. Selected maple or quarter-sawed yellow pine, 2j4-mch face, are satisfactory. The former is the better and is the more expensive. Composition floors on wood sub-floors are sanitary and especially desirable for corridors and toilets of frame buildings. The Building For wainscoting, cement plaster painted two or three coats, makes a good finish. Burlap, painted, is often used, and has the advantage that it is not easily marred. It is not, however, entirely sanitary. Face brick for corridor wainscoting is unsatisfactory, but is appropriate for basement playrooms. The least possible wood trim should be used and this preferably plain and so arranged as to catch the least amount of dust and be easily cleaned. Wood wainscot and wood partitions should be avoided. Lighting. Whenever possible, electric lighting should be provided throughout the school building. Some form of artificial illumination is essential, for the value of the building will be greatly lessened if it cannot be used at night. Especially should there be artificial lighting in vestibule, corridors, stairways and assembly room. For electric lighting all wires should be in steel pipe and generally the best work should be required. For classrooms and assembly hall as well as library and study, indirect lighting is much to be preferred to direct lighting. Opal bowls, transmitting the same brilliancy of light as that reflected from the ceiling, give a soft pleasing light very restful to the eyes. Indirect illumination, however, requires about fifty per cent more electric current to give the same amount of light. A Social Center. 'A community may be said to have a schoolhouse social center if one of its school buildings is open to the public on one or more fixed nights in the week for at least twelve weeks a year, for activities of a social, recreational, or civic character and regularly directed by one or more trained leaders" (C. A. Perry) . The present day tendency to make the school a factor in the social welfare of the whole community, is not a new movement but is a continuation and expansion of the spelling match, singing school and political meeting, in the little red schoolhouse, long ago, when folks really were neighbors and not as worldly-wise as now. We are trying to get back some of the good old times. The location and purpose of the schoolhouse make it the logical place for community gatherings of an educational character; for debates, oratorical contests, athletic meets and public playground activities; for lectures, dramatic and musical entertainments ; for meetings of parent-teacher associations, mothers' clubs, girls' clubs and boy scouts; for agricultural exhibits and discussions; for political meetings and voting places. Its use for these various purposes is justified on the ground that the school belongs to all the people, that it is well equipped for these different uses, and that its non-use is a loss to the com- munity. To provide for these secondary functions but little extra expense is The Building involved. An auditorium is necessary and is provided for by the classroom and assembly hall. Adequate artificial lighting is necessary. Movable furniture is desirable. The larger and better equipped the gymnasium or playroom and playground the greater will be their service. However better than all this would be an evening study room and clubroom for the boys. With proper supervision its effect for good would be immediate and far reaching. Reference Books. American Schoolhouses, by Fletcher B. Dresslar. United States Bureau of Education, Bulletin No. 5. 1910. Gov't Printing Office, Washington, D. C. (75c.) Rural Schoolhouses and Grounds, by Fletcher B. Dresslar. United States Bureau of Education, Bulletin No. 12. 1914. Gov't Printing Office, Washington, D. C. (50c.) School Buildings and Equipment, by L- P. Ayres and May Ayres. Address, The Russell Sage Foundation, New York City. (25c.) Healthful Schools, by May Ayres. N. Y., Houghton, Mifflin Co. ($1.50.) Decoration of the School and Home, by Theodore M. Dillaway. Springfield, Mass., Milton Bradley Company. ($2.00.) Community Center Activities, by Clarence A. Perry. N. Y., The Russell Sage Foundation. (35c.) .State, laws relating ToscHooLHouSris. STATE PLANS APPROVED BY 50.. FELT PER PUPIL CU.FELT PER PUPIL CU.rTfPE.3H AlRPEftPUPlL BATIOFLOOB TO GLASS TEHPEWTUHE HUMIDITY LIGHTING EXIT DOORS OUTWARD : Alabama State. 5upt. Indiana t£5. 30. G>. 70' 40% Left breptoneslory Kansas State Architect txcepttjrfi-story Louisiana garish Sup,. All schools Maitit 5tate 5u.pt. All schools Maryland CountyScriool Commissioners Mass. j All schools Montana 5 late Bd. Health Stole Supr. NeWrlamp. All schools New Just/ StotcBdLducolion ia 100. do 5. Left one) rear Ikeptone story New York Gom.of Education 15 100. 30. All schools N-DoKoto Slate 5upl\ Ohio li-ia-^o UJO-ZL5-Z50 ^ 5. Left Left and rear Penn. 5tale Ed tducalim Phodc Wan: Ml school-. 5. Date! a State 5opt. Tenas County Supt 30. & Lejt All schools Virginia Division Supt 15 ZOO 30 Left Le[ land rear Wisconsin EiCfcpTonerfory ^Carolina Stole b'a Education from 'Digest of state Bureau of E-ducoTi. law*, rclot ngtopublioeducationj'n force January l.lSib. Bulletii ngton, Government Printing Of {ic&. THE CLASS ROOM SIZE OF ROOM. In the modern schoolhouse the ORIENTATION. classroom is lighted from one side LIGHTING. only, a constant supply of fresh air is DOORS. maintained, a part, or all, of the desks WARDROBES. and seats are adjustable, slate black - BOOKCASES AND CLOSETS. boards are provided on two or three BLACKBOARDS. sides of the room, and there is no FURNITURE. teacher's platform. DECORATION. Size of Room. There is no absolute standard size for classrooms, but educators and hygienists have agreed upon certain limitations. They agree that a grade classroom should not be larger than 25 by 32 feet, and that one teacher should not, under any circumstances, have charge of more than forty pupils. It is also generally agreed that each child should have not less than fifteen square feet of floor space. And yet our largest cities continue to build larger class- rooms and teachers in city and country continue' to enroll forty-five and fifty pupils. But it is a passing condition. Every year better conditions become average conditions. It is likely that the lower standards will not continue beyond our present transition period. Large classrooms, with movable furniture, may be useful as public assembly rooms, but in general the best interests of the pupil should not be sacrificed to any of the secondary functions of the school building. The classroom in most favor at the present time has five rows of seats and six, seven or eight seats in the row, seating thirty, thirty-five or forty pupils and requiring a room from 20 to 23 ft. wide, 27 to 32 ft. long and 12 ft. high. The necessary ceiling height of a classroom is largely determined by light conditions, and this by orientation, surroundings, and geographic location. With classroom lighting from one side only, the width of the room should not exceed The Class Room two times the height of the top of the windows above the floor. Allowing six inches for head casing the top of the windows will be 11^ ft. above the floor for a room having a ceiling height of 12 ft. and the room should, accord- ingly, be not more than 23 ft. wide. Increasing the ceiling height affords better lighting and somewhat more uniform temperature. But an increased ceiling height makes the room more difficult to heat, increases the amount of stair climbing to the story above and adds to the cost of the building. With perfect mechanical ventilation, giving thirty cubic feet of fresh air per minute to each pupil the area of floor and cubic feet of space per pupil become of much less importance. Orientation. With unilateral lighting, the most desirable outlook for the classroom is southeast or east. Next to an eastern exposure, west is preferable; then north- east, south, southwest and northwest, with north the least desirable. Local conditions as to site, sunlight and prevailing winds, may modify this choice but there should be direct sunlight in every classroom some part of the day. East rooms receive enough sunlight to be sanitary but not so much as to cause eyestrain. The morning sun helps to warm the room and is more welcome than sunlight in the afternoon. However, west exposure for the classroom has two minor but not unimportant advantages, namely, the sun is in the rear of the pupils and in studying geography the compass points of the pupil are the same as the map upon his desk. South rooms are more open to the summer winds and better protected from Avinter storms than north rooms. They are most sanitary and cheerful but unsatisfactory because of unequal distribution of light. North light is most even and least trying on the eyes but north rooms are cold, cheerless and insanitary. If a schoolroom with a north exposure receives sunshine in the afternoon from high windows in the rear, it is to be preferred to a room with a south exposure. Lighting. Li°"ht for writing and drawing should come over the left shoulder from hi^h windows in order that no shadow may be cast by the hand upon the work. Reflected light and cross lights cause eyestrain. It has become the best accepted practice to light classrooms from one side, and nearly all modern classrooms have windows at the left side only of the pupils. There are many dark days when it would seem that light from rear windows would be sufficiently diffused to be welcomed even by the teacher facing these windows. There are many warm days when all possible ventilation is desirable. Bilateral lighting will produce cross shadows, hence windows at the left side should be large enough for lighting and rear windows should be The Class Room used only for exceptionally dark days, for ventilation and for sunning out rooms. In the south and southwest, especially, these rear windows should be provided for ventilation wherever the plan of the building will permit. Opaque shades at rear windows and more transparent ones at side windows can be adjusted to meet the requirements of varying lights. Shades may be fastened at top and bottom of windows, double shades may be provided at meeting rails and arranged to pull up and down,- or a single adjustable shade may be used. Window heads should be square for greatest efficiency and as close to the ceiling as practicable. To avoid eyestrain from direct and reflected light,, window stools should be above the heads of pupils when seated. But to get sufficient light with windows on one side only and with a 12-ft. ceiling, 3 ft. 6 ins. will be about as high as the window stools can be placed without it being necessary to extend the windows too far towards the front of the room. Windows should be grouped together as closely as possible to avoid cross lights. Large mullions and transom bars should be avoided. Splayed plaster jambs will help the lighting. The area of glass required depends upon orientation, surroundings and climate. Under very favorable conditions the glass surface need not be more than one-sixth of the floor area. For rooms with a northern exposure, or with light partially shut off by other buildings and in places where many cloudy days may be expected, a ratio of one to four should be provided, while one-fifth of the floor area may be assumed as a fair standard for lighting of rooms having east or west exposure and with average climatic conditions. Doors. There is a difference of opinion as to the proper opening of the door between classroom and corridor. With the intention of emptying the room as quickly as possible, in case of fire, this door is sometimes made to swing out into the corridor. However, the danger from fire is more imaginary than real and if the teacher can control the pupils, allay their fears and march them out in an orderly manner, the danger is reduced to a minimum. This can better be accomplished by having only one corridor door to the classroom and this opening into the room. Such an arrangement with one, or possibly two doors between classroom and cloakroom, gives the teacher the best possible super- vision over the pupils at all times. It follows that doors between corridor and cloakrooms are not desirable. In small buildings the classroom doors may open out, for, even if the pupils get beyond control, there is but little danger of congestion at the exits. 17 The Classroom The door between corridor and classroom should be at the front end of the room wherever possible. It should be 3 ft. or 3 ft. 4 ins. wide. For safety and convenience it is desirable to have communicating doors between adjoining classrooms. It seems to be the best practice to have no glass in . classroom doors and no transoms. With outside windows in rear of classrooms, no high corridor windows or transoms should be necessary for ventilation; otherwise they may be desirable for ventilation, or they may be necessary for lighting the corridor. Wardrobes. For grade schools one cloakroom is usually provided for each classroom, the two rooms being connected by one or two doors. For high schools, the two sexes should have separate cloakrooms and the same is true for the older pupils of country schools. Wardrobes and cloakrooms are built in many different forms but unless a thoro system of mechanical ventilation is provided, there is probably no better way of taking care of pupils' hats and wraps than in the usual cloakroom at one end of the classroom. It should be 5 ft. or 5 ft. 6 ins. wide, have out- side light and air and be provided with heat and artificial ventilation. The wardrobe should be under the direct supervision of the teacher. For this reason the cloakroom had better be at the teacher's end of the room. With perfect mechanical ventilation, the built-in wardrobe, with sliding panels in front, of wood or slate, is economical of space and perhaps as sanitary and satisfactory as the cloakroom. It is placed at the rear or side of the classroom. Sometimes the coatroom is partitioned off from the front end of the class- room, with no doors between. This has been carefully worked out for the Cleveland schools and has proven efficient and satisfactory for large buildings, but is not to be used except with perfect mechanical ventilation. There is little to be gained by using corridor space with low partitions, for coatrooms, because the corridors must be made correspondingly wider and will be less attractive with such inclosures. Lockers in the corridors, even if built into the walls, do not look well, are insanitary and cause congestion and disorder. If lockers are used they should be heated and ventilated in order to dry and air wet clothing. Cloakrooms should be provided with poles or shelves on all walls and with hooks and pins for hats and clothing. Hooks may be placed in two rows, 12 ins. to 18 ins. apart in each row, — giving forty or fifty hooks in a room. A heavy wire shelf may be placed a foot above the floor for overshoes. Such a shelf for hats and lunch baskets could be kept clean more easily than a wood shelf. An umbrella rack should be placed in each cloakroom. A lavatory, near the window, would be a valuable addition to the equipment. 18 The Classroom Bookcases and Closets. A bookcase and a teacher's closet should be provided for each classroom. The closet is especially desirable where there is no teacher's room. The built-in bookcase is more convenient and less in the way than the revolving case or the book cabinet. The Boston standard bookcase is about 5 ft.. 9 ins. long, and 7 ft. high, with cupboard and drawers below, 15 to 20 inches deep. These come up to the line of the bottom of the blackboard. Above are six adjustable shelves inclosed by glass doors. Blackboards. For blackboards slate is to be universally recommended. It is serviceable, durable and easily cleaned. It comes in standard widths, 3, 3j4 and 4 feet high and ^4 to % inches thick. Prepared slate cement is satisfactory. It costs less than slate but is not as durable. It is applied like ordinary plaster to metal lath with wood backing. Pulp board is cheaper and more easily applied, but will buckle and is not durable. Liquid slating is applied to plaster, wood or pulp board. It requires frequent renewals and is not used except for the cheapest work. Ground glass, painted on the back, makes the best of black- boards, but is too expensive for common use. Painted glass, of some light color as buff or gray-green, and dark crayons, would give a much better color and lighting effect to the room. The most usual color for blackboards is dull black. A slight shade of green is pleasing and is frequently used. Blackboards should be placed at the front and rear ends of the classroom and on the side opposite the windows. It should be 4 ft. high and 3 ft. above the floor for end walls. For one-room , rural schools it should be 3y 2 ft. high and 28 ins. above the floor for side wall. For graded classrooms the height above the floor at side wall should vary with age of pupils, — 25 inches for grades one and two, 27 inches for three and four, 30 inches for five and six, 32 inches for seven and eight and 36 inches for high schools. (Dresslar.) The height of the blackboard may be 30 inches for grades one to four, 3G inches for grades five to eight and 42 inches for high schools. The Boston standard height for blackboards is 4 ft. placed 26 to 30 inches above the floor for grades one to four and 32 inches for grades five to eight. A tack board of soft wood or cork board, about one foot high, for pictures, should be placed above the blackboard, especially for primary grades. In the Boston classrooms, the rear end of the room from baseboard to height of top of blackboard is covered with cork carpet attached to soft wood sheathing. Blackboards are used at front and one side only. The remaining wall space to top of blackboards is covered with burlap, painted. The Classroom Furniture. Notwithstanding the fact that adjustable and movable seats and desks are admittedly the best furniture for classrooms, nearly all schoolhouses are still provided with fixed desks and the majority are without adjustable furniture of any kind. The single fixed desk and seat is used. It is in one piece but of varying sizes and fits the body comfortably. It meets the requirements of the present rigid school discipline. Some educators believe that the methods of the sub-primary (kindergarten), workroom and laboratory are better suited for classroom instruction than our present system derived from the lecture room. The furniture required would be chairs and tables and would have many of the advantages over fixed desks that the movable armchair has. That is, the schoolroom may be quickly cleared for cleaning, for various school exercises and for use by the public. The teacher's platform is now seldom provided. It is in the way and is not needed with the classroom of ordinary size. Decoration. Dull finish and subdued colors should be the keynote for interior decora- tion of the schoolhouse. The classroom, especially, because of the many hours spent within its walls, should be carefully studied for color harmony and light requirements. Surfaces which reflect the light, as varnished furniture and glossy woodwork, will cause eyestrain. Bright colors, as red and orange, weary the eye and fatigue the brain. Blackboards are neither decorative nor cheer- ful and, being on the wall farthest from the windows, they absorb light where it is most needed. Exposure and lighting of the schoolroom and color of the furniture, if already in place, will determine the decorative color scheme. For light rooms, gray and gray-green are appropriate; while darker rooms should have warmer colors, as light tan, buff, and light cream for ceilings. The furniture and wood- Work should be simple in design and with dull finish. A brown stain is a suitable finish in north rooms and gray stain in rooms receiving more sunlight. Window shades should transmit light without glare and should harmonize in color with the walls. They should be selected with greatest care both as to color and transparency. Light green, light sage color and light cream color have been recommended. In Cleveland the standard finish in classrooms is, for desks and chairs, a brownish dull stain; for woodwork, a dark dull finish; for walls, French gray below and creamy gray above ; for ceilings, a color just off white. More color is given north rooms than south rooms. Blackboards are of natural slate color. PLATL5 Playground Apparatus Inclined Ladder, sliding poles horizontal bars flying rings TE.APEZE. CLIMBING POLE5 FLEXIBLE. LADDER VERTICAL LADDER LONG SLIDE.. SPACE, 43'*36' HEIGHT 14' WEIGHT ^700*&o^T ABOUT*325. Plan of SAND E>IN Section thro Section thcu Side, of bin Table. Sand bin and Table. ■ These may be <5f any desired size, have enough bins to allow sand TO DRY AND AIR. All LUMBER. TO BE DRESSED AND PAINTED- Earth lcvcl of CURB The Jumping Pit Size, to' *3o' or. larger.. FOR THERUNNING JUMP THE SAND SHOULD BE EVEN WITH SURFACE. OF GROUND AND NO CURB USED, SIZE 8'*a6 OR LONGER.. ^y The sand hill At LEAST 3' HIGH, FOR JUMPING POLE-VAULTING AND &AMC5 OF WAR.. fe DIAM- OR LARGER - 5ff OE. LONGER x-iltfS^; AH PR- LARGER. "TOP J>'-0"ABOVE GROUND, Tree. Trunks used as 5pp.1ng boac,d3 BARK REMOVED, TRUNKS MADE SMOOTH HEWED OFF ON TOP, AXES HORIZONTAL Base Line. . /S« .line. Basket— Ball For. &1&U0GRAPHY of Play 5Le"5ourcf_s of information on play and recreation by hanmer and k.nigh7, n.y. russell sage foundation . price io* Also consult The Playground and Recreation Association ofAmerica, No.I Madison /We.N.Y. City. Their work, is play. ThESEDIMENSIONS ARE STANDARD FOR college and professional games . School Requirements will vab.y with ase-of players. But the diagrams illustratethe need of large school grounds. if all pu pi ls are to be PARTICIPANTS AND NOT ONLOOP.ERS MORE THAN ONE BALL FIELD MAY BE NECESSARY AND EVERY PART OF THE SCHOOL GROUNDS USED. Goal, ^^ Line! J^Tgc .School Gamd THE. 5CHOOLHOU5E PLATM I. F0R.M5 Good and Bad tor Walks and Coads. A. The straightwalk, simple and direct, always good, butmay divide, the. SCHOOL YARD IN AN UNDESIRABLE WAY OB BECOME. MONOTONOUS IP TOO LONG. B. The SIMPLE CURVE, gives VARIETY and charm, used to AVOID OBSTACLES AMD to give a desired land- scape 5E.TTING. MUST NOT BEOr TOO SMALL RADIUS. MAY NOT BE DIRECT ENOUGH FOB SCHOOLYARDS. C. The DOUBLE CUBVE. MAY OFTEN BEUSEDWlTH GOOD EFFECT. D. May sometimes beused for long walks, butuseless andundesibable for short distances. £. Meaningless curve, should be avoided. L', E." not as bad as L, because. of larger curve, but not desib'able except roa pleasure paths. F. Islands are always annoying and wastefulof time and energy. G. Small triangles should usually beavoided. G 1 is better than G. M. USED FOR. DRIVES OF LARGE RADIUS AND WITH LOW PLANTIN6. Divisions of curved walks and drives should be tangent to lines or main curve (j and K) AND BRANCHES 5HOULD BETAKEN FROM OUTSIDE OF GURVE(tt AND*.) RATHER THAN FROM INSlDE(j). HowtvtS, PRIVATE ROADS FROM MAIN ROADS SHOULD ENTER GROUNDS AT RIGHT ANGLES TO MAIN ROAD (M) INSTEAD OF AN ACUTE. ANGLE(NV L IS TOO NEAR MAIN CROSS ROA0S BUT IS LESS DANGEROUS THAN DIRECTLY FBOM ANGLE OF MAIN BOAD, O. [BAILEY AND OTHERS] Construction of Walks and Coads. C, CR.O n i" to r-o" -IMPROVED BY WOtlUHG IN SAND I OR CLAY TO A DEPTH OF S" OB. 4". Torf Walk, and 5and-Clay Walk.. Smooth orF with stone dust or. sand or. finish with r of sand and asphalt. Macadam and gravel walk.. I" Top ~, Win. caown l/s'Tof-rfl ■« "5"-&" SUB-BASE. IF NEEDEO FORDKAINAQt Top:- l part ce.me.nt i i/z. parts sand. Base.:- i •. 5: 5 concr.e.te.. Cement Walk ff-Z. TOP OF SCREE-NED CINDERS AND CLAY D C O. S ClNDEtL-CLAY 5UBFACE.. For. running tracks, tennis courts and under playgrouno apparatus also FOR WHLK5WITH '/t* CROWN to i'-o" . Proportions of cinders and clay will vary feom equal parts to wz. cinders and clay. Whatever, the construction of walks and roads, the. sub-grade 5h0uld be well com- pacted, of uniform grade and cr0s5 section , and 5h0uld have good drainage. the sub-base should be of goar5e. materi- als, well compacte.d. the top should be crowned, the amount depending upon the material and longitudinal grade.. Walks and drives are. expensive and de- tract FROM THE APPEARANCE OF THE. GROUNDS, HENCE 5HOULO BE NO WIDER THAN NECESSARY- A WIDTH OF ABOUT ia""W!LL BE REQUIRED FOR. EACH PE.RSON . A WIDTH OF 4'-G>~ OR S-o" WILL ALLOW TWO PERSONS TO PASS TWO PERSONS, ALTHO WITH SOME INCONVENIENCE. For. FOUR PERSONS TO WALK ABREAST A WIDTH OF fc'-O" WILL BE REQUIRED FOR ADULTS. P.OADS FOR SINGLE VEHICLES SHOULD BE AT LEAST 7'-o"WIDE. (BETTERS'); AND FOR TWO VEHICLES, IS'OR \A'. For ROAD CONSTRUCTION ,SEE PUBLICATIONS u.s. dept. of agriculture. address supt. of documents, govt printing office., washington. d. o. Farmers bulletin. 338 - macadam roads,(5$) Dept. of ag - r. Bulletins:- 4&s. earth, 5and-clayand gravel roads. ( 15*0 2.49 Portland cement concrete pavements FOR COUNTRY ROADS, ("l 5 +) g-AE. .5CHOO L GC0UND5 The. 5c.HOOLHo.uyE PLATE II. ^■•L^ ^ Wi Wi W [ ^' e *4: OV5 PLAYGROUND ^~Zj^\j~J^ ^ ^ ijyy ^ 5 T R E. E- T. PLA N A - 3 ACB.E.5 5CHOOLMOU3E.*a PLATEl X This and the following plans of school grounds may seem too elaborate. fob. country _ 5chools. the. walks 5how lines of greatest travel, some will always remain earth paths but in most cases they 5hould be. of permanent construction, howevee a part only may be. built each year until completed . a good plan 5hould be studied out to meet the particular require- ments of each site and the. permanent planting made- to con form to this design "even tho extended over several years. Much thought may profitably be given to the. school grounds by teacheb5 and all interested in the. school. the laying out of school and home grounds and the. making of planting li5t5 would be a fascinating school. exercise.. /~^\ -^N /■*> f*>\ /^*S ■^ Lj) u - ^j) t J) ^ ^ ^ ^ ^ ^ £g ^ ^ CONSULT PUBLICATIONS UNITED STATES DEPARTMENT Of AGEICULTUEE- GOVERNMENT PE1NTING OFFICE. WASHINGTON, 0. O. FAEME.E.5 185 BEAUTIFYING THE. HOME- 'GROUNDS BULLETINS 2.I& SCHOOL GAKDtH. 434 LAWN SOILS AND LAWKS EACH 5* 750 EOSE3 FOE THE. HOME BEAUTIFYING THE. FACMSTEAO &Y F. L. MULFOED cD _l _) a. a. Q Q ST© ^rQ School grounds, S acee.5 • schoolhousl 4ia .plate. XX. TE.ACHE.a5 HOME., 5 ACE.E.5.' HOME. £.51- PLATE. XXX. 5CHOOLGROUND5 PLAN F The Schoolhouse PLATE. VIIL mdSBmfr i\TV3 Ui'j)«v.v rt * Up ' ' : '■ f A One: Room School blHLDlNG. THlS IS A GOOD HOME.LIKE. BUILDING PLANNED FOE. MODERN SCHOOL WORK.. The. i-ISHTING 13 from one. 5ide. the.high windows in the. re-ac being use.0 for ventilation. Heating 15 by jacketed stove with connection to out5ide air and with large. ventila- TING flue.. The. work room is large enough for u5e by both boys and g1b.l5 The. walls are of siding over building paper and sheathing the roof is covered with wood or slate. surfaced asphalt shingles. WORK Roorv 10' » 20' 6 r [ Z! NORTH OR. SOUTH FRONT Plan SCALE,. 5CH O OL DESIGN 1. The. k5chool.hou.se. plate: ix. ■■■; A Three. E.oom Home. The. living room and dining room abe. shown a5 one. large, room- thi5give.s the. effect of a large. living room so much dt- 5ibe.d in high cost homes, however a partition with ca5e.d opening and portieres may be. used to divide. this room into two sep- arate. room5. The. rear, porch adds a second bed room and a din- ing room in the. summer, ob. it may bt used almost the. entire. year by inclosing with storm sash. the. bath room mas a large ventilator with glass top. LIVING ROOM AND DINING ROOM 2.5" * IS Pt_ A TSJ 3 i o is 5 C A. L E. '/'&' = l-°" RE.51DENCL DE.51GN301 The ■ 5 c r\ qolhouse, PLATE. XXVI I FT-? iiiUiiL'IWj t MPLl«.Vnit_iL .iiiiMiiiiiillJ' i i%iJ.ii|iii;i(iij(iii|j!]||ii|[Tr,n l 7^^___ ittlliL ill life w waiM^a'S'tiiftlCw!,; A Five Room H omel This house 15 of the bun- galow TYPE, PLANNED FOR comfort and service.. if the front porch 13 5creened and the double front d00r.5 to the living room are left open in the, summer , the porch , living room and dining room become much the same a3 one large living room. the oa5e5 and cupboard5 in the kitchen take the place of a pantry. There is space in the kitchen for a table and kitchen cabinet. the foundatiqn5 ape concrete or brick pie.r5 and the siding e.xtends down to grade. SCALE Vifc ■=■!• fc RL\5IDL.NCE. DE.5IGM50I The: 5cHoOlHou5E PLATE. XXVI II . ,. ... . ^ ■. v.; .; :..;., ■;:•..;.■,.;,■.;; , ■ ^" ■ ■■■'■■ ■■■ | .^r.-,,,.. *e:£Vi&&- ■">■'■ -■ . v ■■■-■; y " < ' ■■■■.-■.::■■■.::■■. A Fivl Boom Home.- The"story and one. half" house. 15 pbobkbly the most economical. of any to BUILD. This PLAN PG.OVIDE5 A VERY GOOD L1VIN& ROOM AND A CONVENIENT DINING ROOM AND KITCHEN. TrtE &ASEMENT 15 SO NEAR THAT FEW 5T0RE5.ONLY, NEED &E KEPT IN THE CUPBOARDS. The bed dooms ARE. easily reached from both living room and kitchen, they are large and well lighted and ventilated. The louvers in the gables keep the attic space- COOL. I.NSUMMEH. 5LCOND- FLOOR- F1R.5T FLOOa- IS' 2JS 25' RESIDENCE. DESIGN 551 The .Schoolhouse. PLATE. XXIX • ''•' ; >Bjfi;'B;; ft-l.'dif. *;,,■ ill ' i§pfi= .^".■rtil- ,■.'•:;- w ,,iih. .iiw^miuiiw., „, Jdlgond Floor. A Six Boom Home. THE. SqUARE. HOUSE. WITH HIP ROOF OFFLRi PtW OBSTACLES TO THE. BUILDEB.. TnE.RE.lS NEARLY E.VE.RY CONVENIENCE. IN THI5 PLAN THE. CENTRAL HALL IS NOT MUCH LARGER Fl£5T fLOOE. THAN 15 B.E.Q.UIRE.D TOR A VESTIBULE. AND IT GIVE.S ACCESS TOALLTHE. ROOMS- OUTSIDE, THE. 5E.COND STORY COULD VERY WELL BE. Fl NI5HED WITH 5HlNQLf5 INSTEAO OF STUCCO. R.E.5IDE.NGL DL3IGN€>5I The. JcHOOLHOuyE PLATE. XXX LIBRARY OF CONGRESS 021 332 654 5 #