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DEPARTMENT OF THE INTERIOR 
 
 BUREAU OF EDUCATION 
 
 BULLETIN. 1922, No. 23 
 
 HIGH-SCHOOL BUILDINGS 
 AND GROUNDS 
 
 A REPORT OF THE COMMISSION ON 
 THE REORGANIZATION OF SECOND- 
 ARY EDUCATION, APPOINTED BY THE 
 NATIONAL EDUCATION ASSOCIATION 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OmCE 
 
 1922 
 

\ 
 
DEPARTMENT OF THE INTERIOR 
 
 BUREAU OF EDUCATION 
 
 BULLETIN. 1922. No. 23 
 
 HIGH-SCHOOL BUILDINGS 
 AND GROUNDS 
 
 A REPORT OF THE COMMISSION ON 
 THE REORGANIZATION OF SECOND- 
 ARY EDUCATION, APPOINTED BY THE 
 NATIONAL EDUCATION ASSOCIATION 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OFRCE 
 
 1922 
 

 I 
 
 ADDITIONAL COPIES 
 
 OF THIS PUBLICATION MAY BE PROCURED FROM 
 
 THE SUPERINTENDENT OF DOCUMENTS 
 
 GOVERNMENT PRINTING OFFICE 
 
 WASHINGTON, D. C. 
 
 AT 
 
 l.j CENTS PER COPY 
 
 "» iWlMiiiwiti iiMimrr" - — 
 
 :«• 
 
 LIBRARY OF C0N9PII88 
 
COaiMITTEE ON ADMINISTRATION OF SECONDARY EDUCATION. 
 
 Jesse B. Davis, chairman, State supei-visor of secondary education, Hartford, 
 
 Conn, 
 K. G. Allen, assistant principal, Cass Technical High School, Detroit, Mich. 
 Philip W. L. Cox, lieadmaster, Washington School, 17 El. 60th St., New York 
 
 City. 
 Prof. C. O. Davis, professor of education, University of Michigan, Ann Arbor, 
 
 Mich. ♦ 
 
 James M. Glass, State department of public instruction, Harrisburg, Pa, 
 James F. Hosic, professor of education. Teachers College. Columbia University, 
 
 New York City. 
 Alexander Inglis, professor of (secondary) education. Harvard University, 
 
 Cambridge, Mass. 
 "William B. Ittuer, architect, board of education building, St. Louis, Mo. 
 Clarence D. Kingsley, State supervisor of secondary education. State House, 
 
 Boston, Mass. 
 \V. D. Lewis, deputy commissioner of education, Harrisburg, Pa, 
 A. B. Meredith, commissioner of education, Hartford, Conn. 
 H. L. Miller, principal, University High School, Madison, Wis. 
 Jesse H. Newlou, superintendent of schools, Denver, Colo. 
 Edward Kynearson, principal, Fifth Avenue High School, Pittsburgh, Pa. 
 Milo H. Stuart, principal, Arsenal Technical Schools, Indianapolis, Ind. 
 Will C. Wood, commissioner of education, Sacramento, Calif, 
 
 THE REVIEWING COMMITTEE OF THE COMMISSION ON THE 
 REORGANIZATION OF SECONDARY EDUCATION. 
 
 (The reviewing committee consists of 26 members, of whom 16 are chairmen of com- 
 mittees and 10 aro members at large.) 
 
 Chairman of iho roiinnission and of the revietving committee: 
 
 Clarence D. Kingsley, State supervisor of secondary education, Boston, 
 Mas.s. 
 Members at large: 
 
 Hon. P. P, Claxton, provost, University of Alabama, University, Ala. 
 
 Thomas H. Briggs, professor of (secondary) education, Teachers College, 
 Columbia University. New York City. 
 
 Alexander Inglis, i)rofess()r of (sec(mdary) education, Harvard University. 
 
 Henry Neumann, Ethical Culture School, New York City. 
 
 William Orr, senior educational secretary, international Y. M. C. A. com- 
 mittee, 347 Madison Avenue, New York City. 
 
 William B. Owen, principal of Chicago Normal College, Chicago, 111. 
 
 J, J. Didcoct, professor of secondary education, George Peabody College for 
 Teachers, Nashville, Tenn. 
 
 Josei>h S. Stewart, professor of secondary education. University of Georgia. 
 
 Milo H. Stuart, principal of Arsenal Technical Schools, Indianapolis, Ind. 
 
 H. L. Terry, State high-school supervisor, Madison, Wis. 
 
IV COMMITTEE OX ADMI:N"ISTEATI0F. 
 
 Chairman of committees: 
 
 Administration of secondary education^ — Jesse B. Davis, State supervisor 
 of secondary education, Hartford, Conn. 
 
 Agriculture — ^A. V. Storm, professor of agricultural education, University 
 of Minnesota, St. Paul, Minn. 
 
 Art education — Royal B. Farnum, principal, Normal Art School. Boston, 
 Mass. 
 
 Articulation of high school and college — Clarence D. Kingsley, State super- 
 visor of secondary education, Boston, Mass. 
 
 Business education — Ctiieesman A. Herrick, president, Girard College, Phila- 
 delphia, Pa. 
 
 Classical languages — W. E. Foster, Stuyvesant High School, New York City. 
 
 English — James Fleming Hosic, professor of education, Teachers College, 
 Columbia University, New York City. 
 
 Household arts — Mrs. Henrietta Calvin, United States Bureau of Educa- 
 tion. 
 
 Industrial arts — Wilson H. Henderson, extension division. University of 
 Wisconsin, Milwaukee, Wis. (now on staff of Civilian Advisor^- Board, 
 General Staff, U. S. Army, Washington, D. C. ) 
 
 Mathematics — William Heard Kilpatrick, professor of education. Teachers 
 College, Columbia University, New York City. 
 
 Modern languages — Edward Manley, Englewood High School, Chicago, 111. 
 
 Music — Will Earhart, director of music, Pittsburgh, Pa. 
 
 Physical education — James H. McCurdy, director of normal courses of 
 physical education. International Y. M. C. A. College, Springfield. Mass. 
 
 Sciences — Otis W. Caldwell, director, Lincoln School, and professor of e^lu- 
 cation, Teachers College, Columbia University, New York City. 
 
 Social studies— Thomas Jesse Jones, educational director, Phelps-Stokes 
 Foundation, New York City. 
 
 Vocational guidance — Frank M. Leavitt, associate superintendent of 
 schools, Pittsburgh. Pa. 
 
 1 Former Chairman, Charles H. Johnston, professor of secondary education. University 
 of Illinois. Deceased, Sept. 4, 1917. 
 
REPORTS OF THE COMMISSION ON THE REORGANIZATION OP SEC- 
 ONDARY EDUCATION. 
 
 The followinc: I'eports of the commission have been issued as bulletins of the 
 United States Bureau of Education and may be procured from the Superin- 
 tendent of Documents, Government Printing Office, Washington, D. C, at the 
 prices stated. Prices in quantity are subject to change. Remittance should 
 be made in coin or money order. Other reports of the commission are in 
 preparation. 
 
 ORDER BLANK 
 
 Superintendent of Documents, 
 Washington, D. C. 
 
 Dear Sir: 
 
 Enclosed please find money order for dollars ($ ), 
 
 for which please send me the followfing Educational Bulletins. In case the bul- 
 letins requested are out of stock please fill the order as soon as the new stock is 
 available. 
 
 Prices per copy 
 
 EDUCATION BULLETIN 
 
 No. of 
 copies 
 
 Less 50 or 
 than 50 more 
 
 1918, No. 35, Cardinal P ri nciples of Secondar y Education 
 
 CTS 
 
 1915, No. 23. T he Teaching of Com munity C ivics 
 
 191(1, No. 2s, The Social Studies ia Secondary Educatio n 
 
 1917, No. 2, R eorganization of Englis h ia Secondary' Schools 
 1917, No. 49, Music in Secondary Schools 
 
 20 
 
 1917, No. .50, Physical Educati on in Secondary Schools 
 1917, No. 51, MoraTTalues in Secondary Education 
 
 1918, No. 19, Vocational Guidance in Secondary Education 
 
 1919, No. .55, Business Education in Secondary Schools 
 
 10 
 
 1920, No. 1, 
 tion 
 
 The Problem of Mathematics in Secondary Educa- 
 
 1920, No. 2<j, Reorganization of Science in Secondary Schools 
 
 1920, No. 35, Agriculture in Secondary Schools 
 
 1921, No. 5, Part-time Education of Various Types 
 
 1922, No. 5, Reorganization of Home Economics in Secondary 
 Schools. 
 
 1922, No. 23, High-School Buildings and Grounds 
 
 Total. 
 
 Name- 
 
 Address. 
 
 (Prices in quantity are subject to change.) 
 
CONTENTS. 
 
 page. 
 Membership of committee on administration of secondary education of the 
 
 commission iii 
 
 Membership of the reviewing committee of the commission iii 
 
 Preface xi 
 
 Part I. 
 
 I. General statement 1 
 
 II. What adaptation involves 1 
 
 III. Elements common to all schools : 
 
 1. Safety— 
 
 A. The "open" and "closed" plan 2 
 
 B. Corridors 2 
 
 C. Stairways and exits 3 
 
 D. Fire escapes 4 
 
 E. Height 4 
 
 F. Fire-resistive construction .5 
 
 2. Natural lighting 5 
 
 3. Economies 6 
 
 IV. Architecture : 
 
 1. The selection of an architect 7 
 
 V. The component parts of the secondary school plant : 
 
 1. The site — 
 
 A. Location 8 
 
 B. Area 9 
 
 C. Development 9 
 
 2. The building— 
 
 A. Health provisions 10 
 
 B. Classrooms 14 
 
 C. The school library 18 
 
 D. Auditoriums 19 
 
 E. Public si)eaking and music rooms 25 
 
 F. The workshops 25 
 
 G. Commercial rooms 28 
 
 H. Home economics 28 
 
 I. Lunch r(M)ms 32 
 
 .T. Nonlnstructional space 32 
 
 K. The mechanical plant 34 
 
 VI. Interior tiriish and trim 37 
 
 VII. Equipment 37 
 
 VIII. Summary 38 
 
 108205'— 22 2 vii 
 
VIII CONTENTS. 
 
 Part II. 
 
 I. Small high schools : Page. 
 3. Multiple uses — 
 
 1. One-story versus two-story buildings 39 
 
 2. The junior-senior plants 39 
 
 A. Gymnasium-auditorium 40 
 
 B. Gymnasium-lunch room 40 
 
 C. Library-study hall or librai-y-recitation room 40 
 
 D. Physics-chemistry laboratory 40 
 
 E. Biological-agricultural laboratory 40 
 
 II. Annexes and alterations : 
 
 Alteration problem 41 
 
ILLUSTRATIONS. 
 
 HIGH SCHOOL BUILDINGS AND GROUNDS. 
 
 Page. 
 The Edward Lee McClain High School, Greenfield, Ohio Frontispiece. 
 
 Plate No. 1 — An open corridor, Grover Cleveland High School, St Louis, 
 
 Mo 2 
 
 2 — Corridor, Edward Lee IVIcClain High School, Greenfield, 
 
 Ohio 3 
 
 3 — Double stairway. Central High School, Minneapolis, ]\Iiun__ 4 
 
 4 — Swimming pool. Central High School, Washington, D. C__ 11 
 
 5 — Bo3's' gymnasium. Central High School, Washington, D. C__ 12 
 6 — Gymnasium. Edward Lee McClain High School, Greenfield, 
 
 Ohio 13 
 
 7 — Gymnasium, High School, Springfield, 111 14 
 
 8 — Chemical laboratory, Grover Cleveland High School, St. 
 
 Louis, Mo. 15 
 
 9 — Exterior botany laboratories, Central High School, Minne- 
 apolis, Minn. 16 
 
 10 — Interior botany laboratories, Central High School, Minne- 
 apolis, Minn. 17 
 
 11 — Conservatories, Central High School, Washington. D. C IS 
 
 12 — Typical library arrangement for a large high school 19 
 
 13 — Typical library plan for a small high school in 
 
 14 — Library, High School, Fargo, N. Dak 20 
 
 1.3 — Plan of auditorium-stage-gynmasium, .lunior High School, 
 
 Niagara Falls, N. Y 21 
 
 16 — Interior auditorium-stage-gymnasium, High School, Fargo, 
 
 N. Dak 22 
 
 17 — Auditorium, Central High School, Washington. D. C 23 
 
 18 — Plan, music-lecture room in connection with citizens' 
 
 library, Erie Academy High School. Erie, Pa 24 
 
 19 — Woodworking shop, Grover Cleveland High School, St. 
 
 Louis, Mo 1 26 
 
 20 — Woodturning shop, Grover Cleveland High School, St. 
 
 Lonis, Mo 26 
 
 21 — Metal working shops, Grover Cleveland High School, St. 
 
 Louis, Mo 27 
 
 22 — Print shop, Central High School, Washington, D. C 27 
 
 2.'> — Commercial group. Central High School, Mimieaiiolis. Minn_ 2.S 
 
 24 — Art nnmi, Grover Cleveland High School, St. Louis, Mo 2!» 
 
 2.") — Clothing room, Higii School, Fargo, N. Dak 2!) 
 
 26 — Plan of home economics, .Junior High School, Niagiira Falls, 
 
 N. Y ;{() 
 
 27 — I'lau of lunch room, Central High School, Washington, D. C_ 31 
 
 EC 
 
X ILLUSTRATIOlSrS. 
 
 Page. 
 
 Plate No. 28— Lunch room, Grover Cleveland High School, St. Louis, Mo_ 32 
 
 29 — Typical toilet-room 34 
 
 30 — A drinking fountain 35 
 
 31 — Ground-floor plan, old building, alteration problem 42 
 
 32 — Ground-floor plan, showing proposed addition, alteration 
 
 problem 43 
 
 33 — First-floor plan, old building, alteration problem 44 
 
 34 — First-floor plan, showing proposed addition, alteration 
 
 problem 4.5 
 
 35 — Second-floor plan, old building, alteration problem 46 
 
 36 — Third-floor plan, old building, alteration problem 46 
 
 37 — Second-floor plan, showing proposed addition, alteration 
 
 proble m 47 
 
 38 — Third-floor plan, showing proposetl addition, alteration 
 
 problem 48 
 
PREFACE. 
 
 The success of any hich school depends hirgely upon the phmninj? of its 
 buildiujx. The wise planning of a high-school building requires familiarity 
 with school needs and proce;sses, knowledge of the best approved methods of 
 safety, lighting, sanitation, and ventilation, and ability to solve the educa- 
 tional, structural, and architectural problems presented by the particular build- 
 ing. Moreover, to secure modern facilities without undue expense the architect 
 must be a master of methods of space economy ; and to provide for future 
 changes and enlargements he must understand methods of securing elasticity 
 in the plan. To assist school administrators and school architects in their 
 study of a few of the chief problems in this tield, the Commission on the 
 Reorganization of Secondary Education is issuing this bulletin. 
 
 The bulletin here presented was drafted by William B. Ittner, architect and 
 school specialist, St. Louis, who is a member of the committee on the admin- 
 istration of secondary education, which was originally organized under the 
 chairaianship of the late Charles H. Johnston. 
 
 Both the connnittee on administration of secondary education and the re- 
 viewing committee of the Commission on the Reorganization of Secondary 
 Education have at various meetings discussed the report in detail with Mr. 
 Ittner and both committees give their approval to the report. 
 
 Clakence D. Kingsley, 
 Ohairman of the Commission. 
 
 XI 
 
HICH-SCHOOL BUILDINGS AND GROUNDS 
 
 Part I. 
 
 I. GENERAL STATEMENT. 
 
 The development of sueecsslnl secondary school plants, whether for senior, 
 junior, or four-year conipreliensive liish schools, must be governed (irst and fore- 
 most by adaptation to local needs and educational polic'es. In other words, 
 school plants like school curriculums are iiidijienous and can not be successfully 
 transplanted. A successful school plant in one community may prove an educa- 
 tional mislit and a monument to waste in another. To be sure, there are cer- 
 tain universal principles applicable to all school buildings, such as safety, ade- 
 quate natural light, ventilatitm, practical economy, and impeccable archi- 
 tecture. At the same time the recpiirements for health and recreation, for 
 citizenship, and for vocation are variable and depend far more on the needs of 
 each school community, the ability of that community to meet the needs, and the 
 type of organization of the various educational activities proposed than upon 
 any set of standards. 
 
 The most that a report of this kind can do is to enumerate certain conclusions 
 that are the outcome of successful practice. A consideration of them will in 
 no way tend to minimize the necessity for a study of local needs. As long as 
 educational objectives change, and as long as community needs vary, just so 
 long will the outstanding consideration in the art of school planning and con- 
 struction be the successful adaptation of a school plant to the local educational 
 program. 
 
 II. WHAT ADAPTATION INVOLVES. 
 
 Since a building must be adapted to serve local educational needs, the initial 
 step shouhl be a survey of educational and housing needs and an analysis of 
 the activities proposed, not only with reference to the immediate present, but 
 also to tlie future in so far as needs and <lesires may be foreseen. The com- 
 nuniity activities to be served by tlie school must also be considered. Nor is this 
 all. For adaptation requires elasticity of plan .so that reasonal)le changes may 
 be readily and economically made in order to acconnnodate changes and ex- 
 pan.sions in the educational program and to care for growth in student enroll- 
 ments. 
 
 III. ELEMENTS COMMON TO ALL SCHOOLS. 
 
 Although no set of rules can be fornudated for the successful planning of 
 schools for the reasons slated in the foregoing, there are certain reiiuircmenta 
 which all school coiinnmiities may justly demand. Tlie re<piirements include 
 maxinuim safety, adequate ligiitiug. good ventilation, practical economy, and 
 architectural beauty. 
 
 1 
 
2 HIGH-SCHOOL BUILDINGS AND GROUNDS. 
 
 1. SAFETY. 
 
 The type of building plan, the number and location of corridors, stairways, 
 and exits, the height of the building, flre-resistive methods of construction, and 
 the elimination of basements constitute the chief elements of safety as far as 
 the building is concerned. Adequate and proper location of the school site is 
 also an important factor. 
 
 (A) THE " OPEN " AND " CLOSED " PLAN. 
 
 There are two general types of building plans — the " open " and the " closed " 
 plan. The " open plan " has its corridor open to natural light on one side, while 
 in the " closed plan " the corridor is lined with classrooms on both sides, de- 
 pending on windows at the ends of the corridors, the sash along the imier walls 
 of the rooms, and glass in doors for its light. Owing to the disposition of the 
 classrooms in relation to corridors, stairways, and exits, and on account of the 
 limited ai'eas open to flre or panic hazard, the " open plan " affords maximum 
 safety. The diversity of opinion in regard to the two plans is really due to the 
 difference in cost, the initial cost of the " open plan " being somewhat greater. 
 The saving in cost in this instance, however, is at too great a sacrifice, since it 
 militates against maximum safety and service. Where the open plan is not 
 attainable, a semiopen plan may serve as a compromise. This plan is possible 
 by a partial opening of the corridor to outside light or by placing the stairways 
 along the sides instead of at the ends. 
 
 Plate 1.— CORRIDOR, GROVER CLEVELAND HIGH SCHOOL, ST. LOUIS, MO. 
 The " open plan " permits maximuni light and ventilation in all corridors. 
 
 (B) CORRIDORS. 
 
 The primary purpose of corridors is circulation and egress. Adequate circu- 
 lation is necessary to safety. For this reason, if for no other, the proper width 
 and natural lighting of corridors are important and should never be sacrificed 
 
ELEMENTS COMMON TO ALL SCHOOLS. 3 
 
 lu the interests of additional classroom space. While no fixed rule can be 
 dictated, tin- minimum width for main corridors of high schools is 12 to 14 feet. 
 
 Ten I'tH't is sullicii'iit lor sccdudary corridors. 
 
 I'LATi: L'.— MAIN CORRIDOR, EDWARD LEE McCLAIN HIGH SriTOOL. 
 OREENFIELD. OniO. 
 
 If main corridors are spacious and well lighted, they serve admirably as galleries for 
 both permanent and temporary exhibits. 
 
 (C) STAIRWAYS AND EXITS, 
 
 One »jf the serious weaknesses in school buildings is the restriction in the 
 number of stairways for the salce of reducing cost. Stairways, ample in number 
 and so located as to reduce horizontal travel distance from classrooms to stair- 
 ways and exits, are necessary to safety. And they should serve definite groups 
 of rooms. Then in an emergency, a natural division of students into smaller 
 groups may be formed and congestion avoided. The required numljer of stair- 
 ways and exits may l)e determined by calculating the numl)er of students on 
 each floor and the numl)er of floors to be served. It is u problem for each 
 building. All that can be given is a working rule suggested l)y practice and 
 experience: Namely, that 120 persons in lines, two abreast, can pass a given 
 point in less than 1 minute. And if the building can be emptied in 3 minutes 
 or less without confusion or congestion, it may be considered safe as far as its 
 circulation and exits are concerned. 
 
 In order to avoid overcrowding, every stairway should bo in two runs from 
 story to story, should have broad landings and a handrail on tlie l)alustrade as 
 well as on the wall. No stair run should he more than .1 feet in width between 
 wall and balustrade. A width of 4 feet 6 inches is preferred. Such a stair run 
 will enable ciiildren to descend two abr(>ast in perfect order witliout pushing 
 or crowding. To expedite the movement of classes, doul»le lliglits sboidd be 
 installed wherever possible. 
 10820.1°— 22 3 
 
HIGH-SCHOOL BUILDINGS AND GROUNDS. 
 
 Plate 3.— CORRIDOR SHOWING DOUBLE STAIRWAY, CENTRAL HIGH SCHOOL, 
 
 MINNEAPOLIS, MINN. 
 To expedite the movement of classes, double flights should be installed wherever 
 
 possible. 
 
 (D) FIRE ESCAPES. 
 
 Fire escapes should not be found upon school buildings designed for the 
 highest degree of safety, unless they are planned as inclosed stairways and the 
 pupils are required to use them for regular passage at least once a day. Experi- 
 ence has proved that the ordinary fire escape will be forgotten in the panic and 
 confusion attending a fire, and that the pupils, unless thoroughly acquainted 
 with them as a means of exit through frequent use, will, by habit, resort to the 
 stairways. The stairways and exits that the pupils are in the habit of using a 
 number of times each day during the entire school year always prove to be the 
 most efficient means of egress in any emergency. If the stairways are properly 
 proportioned to the number of occupants and located with respect to the rapid 
 and orderly dismissal of the pupils, the introduction of so-called fire escapes is 
 likely to prove a menace rather than a further means of safety. 
 
 (E) HEIGHT. 
 
 In the interest of maximum safety, as well as comfort, the building should be 
 low, preferably not more than two stories, and without basement. A three-story 
 building without basement is better than one having a basement and two stories. 
 Basements are generally the fire breeders in schools ; they offer no advantages 
 a.s instruction quarters on account of insufficient height, inadequate natui'al 
 lighting, and sluggish natural ventilation even though the window area may be 
 adequate. Nor are they suitable places for the toilets. The best practice elimi- 
 nates basements entirely, even for the heating and ventilating apparatus, for 
 the latter should be located without the main walls of the building to secure 
 maximum safety. 
 
ELEMENTS COxMMON TO ALL SCHOOLS. 5 
 
 (F) FIRE-RESISTIVE CONSTRUCTION. 
 
 The growing: sciu'City ;iik1 increasinjj: cost of suitable lumber, topcetber with 
 constant iuiproveaieuts and reduced costs of lire-resistive construction, is result- 
 ing in a greater number of the more substantial type of buildings. Although 
 the initial cost of tire-resistive buildings is greater than the less substantial 
 type, they cost less for maintenance and repairs, and their fi'eedom from fire 
 hazard gives added comfort due to the sense of security. 
 
 Where funds will not permit of tire-i-esistive construction throughout, it will 
 re(iuire but a small additional outlay to fireproof corridor tloors and stairways. 
 Fifty per cent of the high-school enrollment of the country is in cities of less 
 tbiin 8.(KH) i)opulation. These small cities are generally imable to erect their 
 buildings with tire-resistant material throughout. Compromises Jire usually 
 necessary. The encouraging element in the matter, however, is that while tire- 
 resistive construction is reconunended, safety of buildings depends quite as much 
 upon the type of building plan, upon circulation and egress, height, and the 
 careful location of its site. 
 
 2. NATURAL LIGHTING. 
 
 Much has been written on the subject of the proper lighting of schoolrooms, 
 and authorities are generally agreed that the light should come from the left 
 side. There is, however, a difference of opinion in regard to the quantity to 
 be admittetl, for obviously there is harm in too. much as well as too little light. 
 It is also obvious that a window surface necessary for a school in the northern 
 and eastern latitudes will be entirely too great for schools in Florida, southern 
 California, or Texas. State legislation has generally been in the direction of 
 hxing one-tifth of the floor area for ghiss area regardless of other considerations, 
 and in some cases as much as one-fourth the floor area is demanded. While 
 such regulations may be helpful in preventing serious mistakes by those unac- 
 (piainted with school planning, they often become too drastic and harmful when 
 applied generally to high-school practice. Indeed, the strict enforcement of 
 such laws in some instances demands the adoption of excessive story heights or 
 expensive methods of construction, which i-esult in hurilensome costs of school 
 buildings without commensurate I'cturns. 
 
 Cross lighting is, of cour.se, to be avoide<l. but in the warmer climates it is 
 almost as necessary to i)rovide for a natural air circulation in the room as it 
 is to provide satisfactory lighting. For this reason small windows may be in- 
 troduced on a second side of the room as well as over the blackboard on its 
 inner wall. 
 
 Again, in many buildings, particularly of the one-story type, top lighting is 
 often introduced ; while this method of lighting may be ideal for shops and 
 many other rooms where the puiiil has the oppdrtunity of shifting his position 
 and adjusting himself to varying conditions of light, it is (Uvidediy (picstlonable 
 whefher this method of ligliting, nlonc or in combination wiih side ligliting. 
 will be found generally satisfactory for classrooms. The question of the proper 
 lighting is intimately as.sociated with a number of conditions. Timrouglily 
 satisfactory results can only be attained after a full consideration of all the 
 elements involved. 
 
 The proper window surface of a unilaterally lightetl classroom depends upon 
 its width as well as its height, and while the ratio of glass area to floor area 
 may be ai»i)lied generally to traditional elementary schools, its application shouM 
 be usetl with discriminating care when applied to high schools. For the reasons 
 given al)ove. it is imitossible. therefore, to dictate any fixwl standards which 
 will apply equally well to all the rooms in a high school or to high schools in 
 
6 HIGH-SCHOOL BUILJDINGS AND GROUNDS. 
 
 diff-ereut localities; it is a problem for the iudividual building. In a general 
 way. however, it may be stated that with the window surface properly placed 
 with respect to the desk area of the room, the window surface may be limited to 
 one-sixth of the floor area in the South and Southwest, one-fourth in the north- 
 ern latitudes, while one-fifth may be taken as a good working average for build- 
 ings located in the central, eastern, and western States. In the planning of all 
 buildings, however, it is advisable to avoid direct southern exposure for class- - 
 rooms. 
 
 The type of windows to be adopted for a given building is a matter of im- 
 portance. They may be of the ordinary double-hung type, the revolving or 
 austral type, or the awning of semiopen-air type. In any event, the windows 
 should be arranged in groups, with narrow mullions, and should be carried to 
 the ceiling of the room. 
 
 3. ECONOMIES. 
 
 Owing to the increasing diversity of curriculums and the continued develop- 
 ment of community and continuation school demands, high-school buildings are 
 becoming very expensive structures. Moreover, the growth in secondary school 
 enrollments is forcing a premium on space. Unfortunately, as many as 50 
 per cent of our school buildings fall short in Jhe efficient use of floor space. 
 The measurement of representative school buildings erecteil within the past five 
 years in various parts of the country indicates that the floor space devoted to 
 instruction varies from 38 to 65 per cent. Some buildings have twice as high 
 a proportion of space devoted to instruction as others. All of this leads to the 
 conclusion that there is urgent need for more competent advice based on a 
 better understanding of all the factors involved, if school building resources 
 are to be wisely conserved. 
 
 To achieve real economy, iilanniug must be based upon an understanding of 
 use. If maximum use of all parts of the plant is secured, then, as a rule, true 
 economy has been achieved. But maximum use can only be realized when the 
 component parts of the school plant are planned with due regard to their par- 
 ticular functions, the equipment they are to contain, and the correlation and 
 multiple uses they permit. 
 
 Change in the school's activities and in the operating plan will frequently 
 call for alterations and expansions of the school plant. A carefully developed, 
 plan embodies the possibilities of change with a minimum of cost and without 
 impairing the natural lighting and ventilation of any quarters. A building plan 
 to be truly eflicient and therefore truly economical must evidence elasticity in 
 the highest degree. 
 
 A sane reduction of noninstructional space is a factor in economy. Corridors, 
 stairways, offices, and rest rooms are necessary for purposes of circulation, 
 safety, and administration. But there is a limit to the required size of these 
 quarter.s, depending largely on the size of the school and the type of organiza- 
 tion. None of the necessary space can be successfully sacrificed in the interest 
 of economy, but a well-developed plan reduces noninstructional space to a 
 minimum. 
 
 Everything considered, the two-story is more economical than the one-story 
 building because it presents fewer problems. One-story schools for small high 
 schools are justified in climates where light construction is sufficient. But in 
 the colder climates there is no economy in the plan. The numerous exits, the 
 large exposed areas, the long run of water pipes, and heat ducts, together with 
 the excessive corridor space makes the one-story building more costly and more 
 difficult to administer, and this without any outstanding educational advantages. 
 
ARCHITECTURE. 7 
 
 The cost of construction also aflects economy. The initial cost of fire- 
 resistive construction is greater than the nontire-resistive, but it is more 
 substantial and costs less for maintenance and repairs. Those who have the 
 bills to pay are often deluded into believing that cheap construction is economy. 
 But any one familiar witli building operations of any kind knows that cheapness 
 with regard to necessary and substantial building projects is the height of 
 waste and extravagance. 
 
 Finally, the cost of buildings sometimes becomes inflated on account of over- 
 elaboration. The beauty of tlie Washington Monument lies in its majestic 
 simplicity. It is not^u-namentation tliat gives architectural distinction to high- 
 school buildings. It is instead, " nobility of mass, directness of design, and tine 
 proportion of component pai'ts." A pleasing exterior is but the evolution of an 
 etliciently planned interior. 
 
 IV. ARCHITECTURE. 
 
 Although there has been some improvement in schoolhouse design during 
 recent years, school architecture has not progressed generally to any marked 
 extent, at any rate not to the point where it may be said to approximate indi- 
 viduality. American architecture has made notable strides in other public, 
 commercial, and domestic buildings, and while we have not, and probably never 
 shall be able to develop a strictly American style, the work of our ablest archi- 
 tects bears unmistakable evidence of a correct application of precedent to 
 American needs and ideals. 
 
 On account of the regularity of the large window spaces and the lack of 
 counterbalancing wall space, school buildings are exceedingly difficult to handle 
 architecturally in a thoroughly satisfactory manner. Nevertheless, it is en- 
 tirely possible to divorce school buildings from that schoolhouse appearance 
 which has been so characteristic of the buildings of the past, and to give them an 
 architectural individuality which will make them stand out preeminently as 
 the best, most thoroughly planned, designed, and executed structures in the 
 conmninitj'. The building itself, both in its interior and exterior treatment, 
 should constitute a direct appeal to the best and noblest instincts of the pupil 
 by making his environment indicative of the most refined taste in architectural 
 design and decoration. Such a result, however, can not be brought about 
 through over-elaboration, an involved or complicated plan, or the lavish use of 
 ornament. Tlie best things arcliitecturally are those which evidence restraint 
 and a careful consideration of all the elements involved. 
 
 1. THE SELECTION OF AN ARCHITECT. 
 
 Recent investigations by the National Education Association's Committee on 
 Schoolhouse Planning and Construction show that schoolhouse planning has 
 been in incompetent hands to an alarming extent. Owing to the many mistakes 
 evidenced in poorly planned school building.s, and the handicaps such mistakes 
 are placing on educational progress, schoolmen are becoming alive to the fact 
 that there is an intimate relation between the building plan and the operating 
 plan of a modern school. Conse<iuently, they are awakening to the importance 
 of employing an expert in school idanning. High-school buildings are among 
 the most complicated and difficult structures to plan and construct. They 
 demand the higliest type of architectural and engine<*ring ability. Their success 
 or failure deiHMids, in a large measure, on the professional fitness and executive 
 ability of the architect. 
 
8 HIGH-SCHOOL BUILDINGS AND GROUNDS., 
 
 There are two iiietliods of selecting an arcliiteet: 
 
 (a) Direct selection. 
 
 (&) Selection by competition. 
 
 There is abundant evidence through many successfully executed high-school 
 buildings throughout the country to prove that the most satisfactory procedure 
 is to select an architect who, by his professional attainments and executed work, 
 has proven his fitness to handle school buildings. 
 
 Where boards of education do not desire to proceed on the basis of direct 
 selection in the appointment of an architect and a competition is held to deter- 
 mine a choice, such competition should be conducted under the program formu- 
 lated by the American Institute of Architects.* The institute recently compiled 
 and issued its Circular of Advice which includes a statement of the principles 
 that should govern competitions. This circular is intended as a guide to all 
 who are interested. Committees of the various chapters of the institute 
 throughout the country are authorized to give their approval to competitions 
 wheji so conducted. 
 
 V. THE COMPONENT PARTS OF THE SECONDARY 
 SCHOOL PLANT. 
 
 1. THE SITE. 
 
 Proper location and adequate size of a high-school site are requisites to the 
 success of the building project. An improperly located site may prove a 
 menace to health and may render a school more or less inaccessible. A re- 
 stricted site defeats, at once, the possibilities of expansion, increases the diffi- 
 culties of a commanding setting, and limits the outdoor educational opportu- 
 nities. The demands upon the size of the present-day high-school site are as 
 follows : Adequate space for physical education, athletic and recreational quar- 
 ters ; provision for gardening and horticulture in connection with agriculture 
 and botanical courses; sufficient space for lawns and landscape gardening; and 
 space for the expansion of the building, without encroaching upon the foregoing. 
 
 (A) LOCATION. 
 
 Location includes topography and environment. It is important to guard 
 against filled or made ground, excess moisture, and improper drainage. De- 
 sirable sites are high and well drained. Low ground entails needless expense 
 for under drainage to insure a dry and healthy condition in the building. Filled 
 ground is usually undesirable and insanitary, due to contamination of the soil. 
 Difiiculties in the construction of foundations also add materially to the cost 
 of buildings erected on filled ground. Differences in grade, which might appear 
 disadvantageous, often furnish the opportunity for a commanding setting of 
 the building, as well as the means of keeping it immune from ground moisture. 
 
 It is desirable that the high-school plant be located reasonably accessible to 
 its present and potential high-school population, but this matter should not 
 outweigh environment and size of site. Students in the secondary schools can 
 well afford a, longer walk if, upon their arrival at school, they can work amid 
 pleasing surroundings, with an abundance of fresh air and light, and freedom 
 from the noise, dust, and danger of the street. 
 
 1 standard form of competition program, ajithorized by the American Institute of Archi- 
 tects. The Octagon House, Washington, D. C. 
 
COMPONENT PARTS OF PLANT. 
 
 (B) AREA. 
 
 There is abundant evidence fioni experience to prove that no high-school site 
 should be less than 3 acres for the most modest building. Of this space 2 acres 
 are necessary for physical education. (See Development C.) Five acres is 
 the minimum for a school of 500 pupils. Nothing short of a 10-acre site will 
 suffice for large schools. And even the school of 500 pupils requires this larger 
 site if it is to include a genei-al athletic field witli accommodations for spec- 
 tators, A 12 to 15 acre site is always desii-able. 
 
 Adequate sites for schools in the smaller cities and towns are quite readily 
 secured. For obvious reasons, school authorities in the larger cities have far 
 more difficulty in securing large aivas. In scmie instances, the problem has been 
 solved in a fairly satisfactory manner by restricting the site of each building 
 to the area necessary for light, air, the outdoor physical eilucation games and 
 class exercises that can be conducted in a modex'ate-sized space, and the 
 proper setting and estimated expansitm of the building, and by appropriating a 
 single large area, central to a group of schools, to be used as an athletic field in 
 conunon. Wherever sufficient foresight has been exercised and large areas 
 acquired well in advance of city improvement, the problem is easily and 
 economically solved. To-day most of our young, rapidly growing, industrial 
 cities are pursuing this policy and realizing its benefits. AVhen adequate sites 
 for high schools in congested cities are diflicult to secure, boards of education 
 should not fail to use their power of condemnatiim in order to acquii"e what is 
 consistent with the larger educational demands and developments. 
 
 (C) DEVELOPMENT. 
 
 The development of the site involves the correct location, orientation, and 
 setting of the building, allotment of space for its expansion, space for planted 
 foreground, gardens, and outdoor quarters for physical education and reci'ea- 
 tion. Even though all the improvements can not be undertaken at once, a 
 comprehensive plan must be made at the outset and adhered to in developing 
 the site. 
 
 Many of tlie new higli schools are evidencing careful thought with regard to 
 their school lawns and planted foreground. Some conmiunities are even employ- 
 ing landscape architects to develop the park and garden areas and are organiz- 
 ing their building and maintenance coi-ps in such manner that the care of the 
 grounds is assured. And why not? Aside from their {esthetic value there is 
 no reason why park spaces should not be considered as important educationally 
 as greenhouses and indoor laboratories. 
 
 The amount of space set aside for gardens will depend largely on the size 
 of the school and the practical emphasis on the botanical and agricultural courses 
 and the method of organization of the gardening activities. The close proximity 
 of greenhouses to the gardens, whenever the former are included, adds ma- 
 terially to the ea.se of administration of both quarters. 
 
 Experience has shown that the outdoor quarters for physical education are 
 most successful when located toward the rear of the building and in close cor- 
 relation with the indoor quarters. There are other successful locations, but In 
 general the simple.st and most satisfactory is usually the rear location. 
 
 To meet standard requirements as to space, the smallest school should have at 
 least two acres for outdoor i)hysical education. This space should Include space 
 for baseball, which space will also serve football. Space for two volley ball 
 games and one playground ball game is re<'onniiended. About 100 students in 
 action can thus be accommodated at one time. If the .school is to contain more 
 
10 HIGH-SCHOOL BUILDINGS AND GROUimS. 
 
 than 600 pupils, the outdoor physical training space should accommodate over 
 100 pupils at a time and hence must be enlarged proportionately. A quarter 
 mile running track, pole vaulting, running broad jump, running high jump, 
 standing broad jump, and a spectators' stand wherever included will demand 
 additional space. 
 
 A large school can always offer greater and more varied outdoor oppor- 
 tunities to its students than the small school for the same reason that the large 
 cities can offer a greater variety of work and recreation because they represent 
 a concentration of forces. Cities that pursue a policy of a large number of small 
 schools with restricted sites can not hope to develop the adequate physical edu- 
 cation layouts that cities with fewer but larger units can offer. The principle 
 of centralization applies to all schools but in particular to high schools, because 
 in the latter, distance does not loom as an impossible obstacle. 
 
 2. THE BUILDING. 
 (A) HEALTH PROVISIONS. 
 
 The Commission on the Reorganization of Secondary Education recognizes 
 health as a fundamental objective. If health is to receive proper consideration 
 in secondary education, then adequate provisions for health must receive the 
 foremost consideration in the planning of the school plant. 
 
 The first requisites to a realization of health as an educational objective are 
 safe, well-lighted, and ventilated work and study rooms. Every school environ- 
 ment should be a model for health. Sanitation, good lighting, airiness, and cheer- 
 fulness of surroundings are the eternal watchwords of a real school architect. 
 " Cleanliness next to godliness " ought to be the slogan of the housekeeping corps 
 of school buildings. The proper location of the school plant, adequate site, and 
 an efficient building plan ought to result in a physical environment that fairly 
 radiates health and wholesonieness. Nothing but a well-organized janitorial 
 service, however, will maintain it as a model of health. 
 
 Health programs in high schools generally include, aside from the outdoor 
 varieties, the physical activities in gymnasiums, the physical examinations, 
 medical inspection, and instruction in personal and community hygiene. The 
 scope of these activities varies all the way from those in the small schools where 
 practically all the work is developed by one physical director in a limited space 
 to those in the large, comprehensive high school where many specialists such as 
 physical examiners, nurses, gymnasium, swimming, and athletic instructors are 
 employed and the physical activities are so diversified that the needs of all 
 groups may be met. 
 
 Owing to the variance in kind and scope, the physical education quarters can 
 not be standardized except for schools of similar size and types of organization. 
 The best school practice, however, has established definite minimum require- 
 ments for gymnasiums and accessories. But these are by no means fixed. As 
 guides, however, they render a distinct service. 
 
 Two gymnasiums, one for girls and one for boys, are always to be desired 
 in high schools. In small high schools, one normal-sized gymnasium serves 
 the principal requirements, but the full development of the physical education 
 and recreational activities of high-school students is always more readily 
 attained with two gymnasiums. In some instances one large gymnasium 
 divided by a movable partition may well take the place of two separate gj'm- 
 nasiums. 
 
 Experience has proven that 50 by 80 feet is a pormal floor space for gym- 
 nasiums, although 60 by 90 feet are better dimensions. No gymnasium should 
 be less than 18 feet under beams and trus.ses. 
 
COMPONENT PARTS OF PLANT. 
 
 11 
 
 In the matter of location the unvaryiiiK re<iuiiviiient is tl)at the gymnasiiun 
 must receive inaxiniuni light and ventilation. This is impossihle if it is 
 l)elow grade or if haseuient rooms are used. It is essential that the gym- 
 nasium floor he above grade. In some .schools it is on' the same level as the 
 auditorium stage. Altliough gymnasiums may he ahovi^ tlie out-door play- 
 ground level, for purposes of convenience they should lead directly to tlH> 
 playground. Aside from this correlation with the out-door quarters, it is 
 frequently desirable to institute a close connection also between the audi- 
 torium, the lunch room, and the gynniasium, in order to give complete accommo- 
 dation to the social activities and the community uses of these quarters. 
 
 Windows on three sides are desirable to insure plenty of sunliglit and maxi- 
 nuiiii vcntiliition. Windows at tloor level are desirable U<v ii;itui-al vent il;i( ion. 
 
 Plate 4.— SWIMMING POOL, CENTRAL HIGH SCHOOL. WASHINGTON, D. C. 
 If swiniining pools are to hccoinc valuable additious to the physical education quarters, 
 they must be properly lighted and ventilated, and constructed under the stricte.st rules 
 for sanitation and safety. 
 
 To allow for adequate space for wall apparatus, some of the windows should] 
 be set at least 7 or S feet from the floor. 
 
 A running track in a school gymnasium, if properly installetl and banked 
 as it should be for speed, requires a story height of at least 24 fwt. But the 
 limited use which can be nuule of it scarcely justiflos the extra cost. The 
 place for the ruiuiing track is out-of-doors. 
 
 If swimming pools are to become valuable additious to the physical education 
 quarters, they must first be properly lighted and ventilated, and constructed 
 under the strictest rules for sanitation and safety. The nnninuun standard size 
 of pools is 21 by 60 feet with adequate head room for diving at tl>e deep end 
 of the pool. Uidess all conditions are favorable to the installation, adndnl.s- 
 tration, and upkeep of swinuning pools, they had Ix'tter be ondtteil. Fre- 
 quently, owing to faulty installation and neglect or lack of understanding in 
 their care, they become a menace. It is scientifically possible, however, to 
 make the swimuung pool thoroughly sanitary and hygienic. 
 108205°— 22 4 
 
12 
 
 HIGH-SCHOOL BUILDINGS AND GEOUNDS. 
 
 A sunlit pool, with the proper systems of water refiltration, circula- 
 tion, purification, and heating, in connection with a sanitary method of 
 handling showers, bathing trunks, suits, and towels, is stimulating to persons 
 of all ages. It adds materially to the interest of the physical education activ- 
 ities of the school, and constitutes a distinct community asset. 
 
 Regardless of the quality of the water supply for the pool, an approved 
 system of water filtration, purification, and heating is necessary. Since a 
 dip in the pool must always be preceded by a shower, the proximity of showers 
 and dressing rooms becomes mandatory. 
 
 Separate shower, locker, and dressing rooms for boys and girls are, of 
 course, necessary. The Dumber to be installed and the arrangement depend 
 almost wholly on the number of students to be accommodated in the physical 
 
 Plate 5.— BOYS' GYMNASIUM, CENTRAL HIGH SCHOOL, WASHINGTON. D. C. 
 
 Experience has proved that 50 by 80 feet is a minimum floor space for gymnasiums. The 
 minimum height varies from 18 feet to 24 feet under beams and trusses. 
 
 education quarters each period, and the method of handling class groups. It 
 is a problem for each school. Usually 10 showers are sufficient for a class of 
 50 boys. More are required for girls. The most satisfactory results are 
 secured when showers are arranged for both individual and nmltiple control. 
 For completeness of accessory rooms, an extra dressing room and several 
 additional lockers for visiting teams is a desirable inclusion. Drinking foun- 
 tains and toilets should also be included, but the number will vary with varying 
 school conditions. 
 
 Space for spectators by means of which opportunity may be given for 
 viewing exercises, exhibitions, and games is a desirable adjunct to every 
 gymnasium. There are various ways of securing such space. In the case 
 of two gymnasiums separated by a movable partition, one of the rooms may 
 be arranged with a lifting tier of seats, which may be lowered into place 
 whenever desired. This arrangement will accommodate a large number of 
 spectators. Another plan and a more common one is the gallery arrangement, 
 and still another the use of the second floor corridors with double windows 
 
COMPONENT PARTS OF PLANT. 
 
 13 
 
 Plate G. — GYMNASIUM, EDWARD LKK McCLAIN IlKiH SCHOOL, GllKKXFIELD, 
 
 OHIO. 
 The unvarying requirements for gymnasiums are maximum light and ventilation. 
 
 I'l.ATi; 7. (iYMNASn.M. IIKIII SCIIOOl,. srULNtil'l KI.D, ILI,. 
 There are various methods of seeurlug space for spectators. In the case of two gym- 
 nasiums separated hy a movable partition, one of the rooms may be arranged with a 
 lifting tier of seats which may be lowered into place whenever desired. 
 
14 HIGH-SCHOOL BUILDINGS AND GROUNDS. 
 
 (iliening into the gyinniisiuni. For games .sueli as liasket ball, portable bleachers 
 may be placed along the sides. In schools where the stage gymnasium is 
 provided, the auditorium serves for spectators. 
 
 The offices for the gymnasium directors, the conference, medical, and ex- 
 amining room.s may be arranged en .suite with the offices opening directly to 
 the gymnasium as well as indirectly tn tlie playground. Maximum air and 
 sunlight are as essential to these quarters as to the gymnasium and pools. The 
 installation of running water and toilets is also important. 
 
 (U) CORRECTIVE OYMNASIVM. 
 
 In large schools, a small gymuasium (usually about 25 feet by 50 feet) is 
 sometimes provided for students who will be benefited by special corrective 
 exercises, and is strongly recommended. Requirements with respect to light, 
 air, and accessories listed for the regular gymnasium apply with equal force to 
 this room. It will give most efficient service if located near the regular 
 gymnasiums. 
 
 (b) OUT-DOOR GYMNASIUMS. 
 
 Roof gymnasiums for open-air activities are readily made available by roofing 
 the area over the regular gymnasium. When properly arranged and equipped 
 with drinking fountains and toilets, they become valuable for all types of 
 physical welfare and social activities, especially during the warmer seasons. 
 
 (C) DETACHED GYMNASIUM. 
 
 In many scliools having adequate site and playground, it may be advantageous 
 to place the gymnasiums in a separate building devoted exclusively to the 
 physical education activities. It should be located, of course, in pi-oper relation 
 to the athletic field or out-door recreational quarters. A detached building gen- 
 erally includes tiie gymnasiums, lockers, dressing and shower rooms, toilets, 
 conference and medical rooms, instructors' offices, storage rooms, and a specta- 
 tors' gallery of generous size. 
 
 (B) CLASSROOMS. 
 
 The three variations of classrooms in high scliools include the regular class- 
 room, the laboratory, and the study room. 
 
 It is futile to attempt a drastic standardization of regular and laboratory 
 classrooms since their size must vary with use, equipment, and size of class. 
 If they are large enough to accommodate a normal class, which should not 
 exceed 30 student.s, waste will be reduced to a minimum. The classroom should 
 contain ample space for reference material. A few larger rooms may be in- 
 cluded to meet special needs. The width of normal classrooms should not be 
 less than 22 feet and not more than 24 feet. 
 
 Having determined the proper-sized unit, tlie plan should be arrangwl with 
 the heat and vent ducts or openings along the corridor walls, and in such manner 
 as will readily permit two or more units to be thrown together. Partitions 
 between rooms should be nonsupporting. Thus opportunity is given for expan- 
 sion from a single classroom to one and one-half, two, or more units, without 
 serious changes in construction. The school is thus rendered elastic and capable 
 of adjustment in meeting reasonable changes in the program. 
 
 A single door for each' classroom is desirable and this should swing outward 
 to the corridor. The part-glass door is recommended. In many schools inter- 
 communicathig doors between classrooms are deemed advisable. 
 
COMPONENT PARTS OF PLANT. 
 
 15 
 
 The group plan for laboratories is usually successful. The grouping will 
 depend on the correlation of subjects. On account of the special equipment, 
 laboratory classrooms will require a larger floor area than the regular class- 
 room. And leaders in science teaching are recommending a further increase in 
 floor area, so lliat demonstrations, tlie student laboratory ex(>rcisc>s, discussions, 
 and recitation can all l)e conducted in the one room. This obviates the necessity 
 for special lecture rooms adjacent to laboratories. If instructors' rooms and 
 storerooms are desired, it is essential that they be arranged en suite and connect 
 directly with the laboratories. 
 
 There is no standard location lor laboratory classrooms. The tyjie of activi- 
 ties, the nu>thod used, and the correlation desired must determine location. The 
 best practice, however, places the agricultural and biological laboratorit's upon 
 the ground floor. This location assures a direct connection between botany 
 laboratories, the greenhou.ses. and out-door garilens. It al^o expedites the 
 
 Plate 8.— CHEMICAL LABORATORY, C.ROVER CLEVELAND HlOn SCHOOL. 
 
 ST. LOUTS, MO. 
 On account of the special equipment, laboratory classrooms require a larger Iloor area 
 
 than regular classrooms. 
 
 handling of live stock or motor-driven farm machinery for demonstration pur- 
 poses in the agricultural laboratory. 
 
 In many high schools study rooms are conJined to one or two large rooms 
 connecting directly with tiie library; in small schools tlie study room and the 
 library are often combined in one room. As the number and size of study rooms 
 will depend upon the size of the school, the program of studies, and the type 
 of organization, only a few definite statements can be made regarding them. 
 Central location, convenience to stairways, and proximity to school library are 
 principles that apply to all types of study rooms. 
 
16 
 
 HIGH-SCHOOL BUILDINGS AND GROUNDS. 
 
COMPONENT PARTS OF PLANT. 
 
 17 
 
18 
 
 HIGH-SCHOOL BUTLDHSTOS AND GROUNDS. 
 
 Plate 11.— PLANT ROOM, ADJACENT TO BOTANY LABORATORIES, CENTRAL 
 
 HIGH SCHOOL, WASHINGTON, D. O. 
 
 A glassed-in area for plant propagation, connecting directly with the botany group, is 
 
 sometimes preferable to greenhouses. 
 
 (C) THE SCHOOL LIBRARY. 
 
 The school library group has become one of the most vital, as well as inter- 
 esting, features of the modern high school. It offers opportunity to school 
 administrators and the architect to depart from fixed conventions of school 
 procedure. Educationally, it constitutes one of the most effective units ; archi- 
 tecturally, it lends itself to characteristic treatment both in furniture and 
 decoration. 
 
 For the small high school, the library group is usually restricted to a main 
 reading room, a conference room, and a workroom for the librarian. In the 
 large high schools, the accessory rooms are frequently increased to several con- 
 ference rooms for the group project work and may even include one or more 
 classrooms for library courses, a store room, a stack room, and room for jour- 
 nalistic enterprises. 
 
 Owing to the variation in the use of the school library, the sizes of its 
 component parts can not be safely standardized. If, however, the main reading 
 and reference room accommodates 10 per cent of the student body at a time, 
 and the accessory rooms are planned in relative proportion, the group should 
 be of sufficient size for the most extensive demands now being made of libraries. 
 The accessibility of the library to all parts of the building and its close con- 
 nection with study rooms are essential considerations. The former necessitates 
 a central location, and the latter either a plan whereby the library opens 
 directly into study halls at each end or connects with them by special pas- 
 sageway. 
 
COMPONENT PARTS OF PLANT. 
 
 19 
 
 Corridor 
 
 E£ 
 
 Itifcnni 
 
 r'T 
 
 FICTUh) Confe|roiK:c_' _ _" Conle rence ? 
 
 *=^\^=? 
 
 ■anati IVfei 
 
 achcns' 
 br-kRomi 
 
 'TYPICAli-klBRAW" GROUP" 
 For A karge High School 
 
 yj^^/e .^^^ 
 
 TYPICAL LIBRARY (;ROrP FOR A SMALL IIICFI S( IIOOL. 
 (I)) AUDITORIT MS. 
 
 The need for amlitoriuins in liiph scliools is so obvious that ii disfussioii of 
 their fun<-tion is uuiieeessary. As yet, however, only a few scliools have realized 
 the possibilities of tlie auditorium as an educational factor. That it is a 
 socializio},' and recreational unit has been sufliciently proved and if can become 
 also a vital instructional force. lis eventual development as .^uch must be 
 anticipated by the school architect. 
 
 The proper size of school auditoriums has occasioned s<ini(> discu.ssion. Many 
 of them are <»verlar^'e in the interest of occasional lar>:e pitberinfrs. While 
 there are some advantapes in having auditoriums acconuiMKlnte the entire 
 student body in schools of over 1,000 pupils, tliei-e iirc iils(. certMiii .lismlvaii- 
 
20 
 
 HIGH-SCHOOL BUILDINGS AND GROUNDS. 
 
 tages, and whether the result is cominensurate with the cost involved is open 
 to question. The tendency in the development of auditorium work is in the 
 direction of work with smaller groups, and an oversized auditorium for these 
 smaller assemblies is not practical. It becomes an educational obstacle rather 
 than an aid, to say nothing of the waste space it represents. 
 
 Medium-sized auditoriums, if planned in correct relation with a stage- 
 gymnasium and separated therefrom by a sound-proof movable partition, can 
 always be enlarged for special occasions. Experience has pi-oved that it is 
 altogether feasible to expand the stage to the size of a standard gymnasium 
 and by this method to increase the seating capacity of the auditorium when- 
 ever desired. The combination stage-gymnasium also has other advantages. 
 It gives opportunity to view physical educational exhibitions from the audi- 
 
 I'LATi: 14.— LIBRARY. HIGH SCHOOL. FARGO, N. DAK. 
 The school library offers opportunity to depart from the traditions of school procedure. 
 
 toriuni and makes provision for large choruses, symphony concerts, and com- 
 munity activities for which an ordinary stage is always inadequate. 
 
 The tendency in medium-sized auditoriums accommodating 600 to 800 pupils 
 is to eliminate balconies for the reason that they create a more difficult admin- 
 istrative problem and add nothing to the educational possibility of an audi- 
 torium. A sloping floor with seatings rising in amphitheater fashion from the 
 first to the second floor level has proved most satisfactory. 
 
 A central location upon the first or main floor is usually the most satisfactory 
 for school auditoriums. This location will secure ease of circulation to the 
 main, as well as to the side or secondary corridors, and to the various floors 
 of the building. It is necessary to safety and efficiency of administration and 
 adds to the encouragement and convenience of community uses. In the " open 
 plan " type it forms the main axis of the building with windows on two oppo- 
 site sides. Thus unlimited natural lighting and ventilation are readily secured. 
 
 In small schools the auditorium and gymnasium may be combined in a single 
 room. Such room must be planned primarily as a gymnasium of standard 
 
COMPONENT PARTS OF PLANT. 
 
 21 
 
22 
 
 HIGH-SCHOOL BUILDINGS AND GROUNDS. 
 
COMPONENT PARTS OF PLANT. 
 
 23 
 
24 
 
 HIGH-SCHOOL BUILDINGS AND GROUNDS. 
 
 Plan of 
 "MUSIC-LECTURE ROOM- 
 ^&^ CITIZENS' LIBRARY" 
 
 ErieAcademyHlahSchool;Erie,Penna. 
 
COMPONENT PARTS OF PLANT. 25 
 
 gize with suitable walls ami itioti'ctidii of windows and lijihts. The sfajre laii 
 serve as space for spectators in viewing exhibitions. Movable equipment is 
 necessitated and space underneath the stage may be used for its storage. 
 This combination although sometimes necessary is, at best, only a compromise. 
 There can be no sloping floor, much of the gymnashim equipment must be 
 eliminated, and the interior ti-eatment is always a problem. It is only recom- 
 mended where there are not sufficient numbers to insure a reasonably con- 
 tinuous use of both the auditorium and gymnasium as distinct quarters. 
 
 (K) PIBLIC SPEAKING AND MUSIC KOOMS. 
 
 Closely allied to the auditorium both in its educational and architectural 
 aspects is the room for public speaking, dramatics, and music. This kind of 
 room is recommended only for large high schools, since the larger classrooms or 
 special rooms equipped for multiple uses serve for these activities in the smaller 
 and medium-sized schools. If the music rocmi has a capacity ranging from KKt 
 to 200 students at a time and is ari'anged like an auditorium with a sloping 
 floor and small stage, it will give most efllcient service. Its interior decora- 
 tion and seating equipment naturally approximates that of the auditorium. 
 
 The location will determine its availability for community uses. If it is 
 placed on the ground floor, provided with an independent entrance, and equipped 
 with motion-picture facilities, it becomes at once a serviceable room for all 
 kinds of club and civic uses for both school and community. 
 
 (F) THE WORKSHOPS. 
 
 A variety of workrooms is necessary in all high schools. The number and 
 kind are governed largely by the needs and special vocational interests of the 
 community. Owing to this variation no particular procedure can be dictated. 
 There are, however, certain more or less universal types of manual activities 
 that all schools should include, no matter what their location or special tendency 
 may be. Fundamental types <tf activities from the building industries, wood- 
 working, metal, textiles, and printing belong to these general or univereal 
 types. 
 
 There is usually a distinction l>etween the shop activities of Junior and 
 senior high schools, but the distinction is one of content and method rather 
 than of kind. And the same distinction applies to continuation and evening 
 school shop courses. For the general types of shop activities, therefore, the 
 same kind of shop areas and equipment will serve all classes of students. Local 
 situations and desires will condition (juarters for extensions and specializations 
 in the senior high and evening schools. 
 
 Shops are best located outside the main walls of the building on tiie ground 
 floor and connected thereto by corridors. In this location they olTer the least 
 disturbance to the rest of the school, are easy of access for supplies, dispo.sal 
 of Hnished work, and shop refuse. Here they can also take (he form of one- 
 story structures with top or factory light, and can be ('xpanded almost in- 
 deflnitely, restricted only l)y the site. 
 
 In planning .shop areas the most approved me(li(Ml consists of large s[)ai('s 
 capable of subdivisions by means of unit-tyi>e movable partition.s. Flasticity 
 of plan is especially desirable in .shops and this method will secure it. Proper 
 grouping is also permitted by allowing one or more lai'ge undivided areas to 
 each department or general type of work. 
 
26 
 
 HIGH-SCHOOL BUILDINGS AND GROUNDS. 
 
 1 
 
 
 Plate 19.— WOODWORKING SHOP, GROVER CLEVELAND HIGH SCHOOL, 
 
 ST. LOUIS, MO. 
 
 In planning shop areas the most approved method consists of large spaces capable of 
 subdivision by means of unit-type, movable partitions. 
 
 Plate 20.— WOODTURNING SHOP, GROVER CLEVELAND HIGH SCHOOL, 
 
 ST. LOUIS, MO. 
 Fundamental types of activities from the building and metal trades should be offered 
 
 in all high schools. 
 
COMPONENT PARTS OF PLANT. 
 
 27 
 
 Plate 21.— METAL WORKIN(; SHOP, (iKOVKK CLEVELAND HIGH SCHOOL, 
 
 ST. LOUIS, MO. 
 Shops are best located outside the main wall.s of the building, on tlie ground floor and 
 connected thereto by corridors. Here they can take the form of one-story structures, 
 with top or factorj' light, and can expand almost indefinitely, being limited only by 
 the site. 
 
 l'L.\TE :i2.— PKIiNT SHOP, CENTRAL HlOli SCHOOL, WASHINGTON, 1'. C. 
 
28 
 
 HIGH-SCHOOL BUILDINGS AND GBOUNDS. 
 
 (G) COMMERCIAL ROOMS. 
 
 Bookkeepinsj. penmanship, stenogi'apliy, typewritinj:, hanking, and office prac- 
 tice constitute the general group of commercial subjects. The requirements 
 for these related activities will vary from tvv^o rooms of normal size to a large 
 group of rooms of various sizes. As the commercial subjects are becoming 
 increasingly popular, it is advisable to locate the group where it can easily 
 expand. The shop plan of reserving large areas for these activities and sub- 
 dividing as needs demand by part-glass partitions has proved satisfactory in 
 large high schools. 
 
 -COMMERCIAL GROUP, CENTRAL HIGH SCHOOL, MINNEAPOLIS, 
 
 MINN. 
 
 (H) HOME ECONOMICS. 
 
 The home economics group includes the laboratories used for teaching foods, 
 clothing, and housekeeping, also millinery, dressmaking, laundering, child care, 
 and home nursing. In some schools the laboratories for the related group of 
 applied arts such as intefior decoration, pottery, and textiles are also included 
 and may be arranged adjacent to the home-making group. A classroom may be 
 added for purposes of lectures and discussions in connection with the various 
 activities in this group of laboratories. 
 
 It is especially important that the home-economics department be located 
 where the conditions of light, ventilation, and sanitation are conducive to 
 good work and exemplify good American standards of living. 
 
 The sizes of home-economics rooms must depend on the type of equipment 
 desired and to some extent also on the method of instruction. Both of these 
 matters need to be determined in advance, particularly the former, for the 
 reason that water and gas supplies and wastes can then be definitely located 
 and installed; otherwise costly changes and much unnecessary expense may 
 result. 
 
COMPONENT PARTS OF PLANT. 
 
 29 
 
 I'LATE 24.— ART ROOM, (TROVER CLEVELAND HIGH SCHOOL, ST. LOUIS, MO. 
 
 PLATE 20.— CLOTHING ROOM, HIGH SCHOOL. FAR(;o, N. DAK. 
 Note the hiii iiionious rrlsitionsliip of i-qiiipmcnt to size of room. 
 
 In small and nit'diuni-sized schools, sowing, garniont-niakinK, and niilliner.v 
 may be taught in the same room, since the space and oquipnuMit reqiilivd for 
 the.se distinct lines of handwork are similar; hut in large schools it is usually 
 necessary to provide a room for each sul)ject. 
 
30 
 
 HIGH-SCHOOL BUILDINGS AND GROUNDS. 
 
 Addilioiial Shouiert- 
 Dressing Room" ori 
 mezzanine floor 
 beloui- 
 
 -Plan of- 
 HOMEECONOMICS" GROUP- 
 Mem Intermediate Schools, Nia^raFaltsJ^Y 
 
 ybak\ 
 
 i4b8IO ZP 
 
COMPONENT PMITS OF i'i^VNT. 
 
 31 
 
32 
 
 HIGH-SCHOOL BUILDINGS AND GROUNDS. 
 
 Plate 28.— LUNCH ROOM, GROVER CLEVELAND HIGH SCHOOL, ST. LOUIS, MO. 
 
 (I) LUNCH ROOMS. 
 
 The capacity of the lunch room should depend upon the size and the organi- 
 zation of the school. It may range from one-fifth to one-half of the total 
 number of pupils enroUetl. It is generally desirable to provide for the latter 
 number so that the entire school may be comfortably seated at lunch in two 
 sections. 
 
 For convenience of service, maximum safety, and to avoid congestion in 
 the building during the lunch period, lunch rooms and kitchens should be 
 placed on the ground floor, even though the home economics rooms are on the 
 upper floor. It is frequently a matter of convenience and economy, however, 
 if the lunch room is connected with the home-making rooms. It should be given 
 as much outside light as possible, and, above all, both lunch room and kitchen 
 should be thoroughly ventilated and arranged so that the odors of cooking can 
 not penetrate the building. 
 
 The lunch room should have a long service counter between it and the 
 kitchen. The plan should facilitate rapid service and efficient administration. 
 Adequate space for supplies, and for toilet and locker facilities for the kitchen 
 help is necessary. 
 
 (J) NONINSTRUCTIONAL SPACE. 
 
 From 40 to 60 per cent of floor space in school buildings is ordinarily de- 
 voted to uses other than instructional activities. That there should be such a 
 difference in the amount of noninstructional space is evidence that more 
 efficient planning of floor space is necessary. Yet no definite number of square 
 feet can be preBcribed on account of the need of variation in different sizes 
 and types of schools.- More than 50 per cent of floor space, however, is seldom 
 required. Aside from corridors and stairways, this space is absorbed by 
 offices, rest rooms, storerooms, locker, and accessory rooms. Lunch rooms are 
 
COMPONENT PARTS OF PLANT. 33 
 
 usually included but in some schools they serve di'linitely for instructional 
 purposes, and so can not always be classified as noninstructional space. 
 
 The area of administrative rooms should depend on the size of the school. 
 In small schools the office suite may be limited to a sinjrle office and accessory 
 room, unless quarters must be provided for the board of education and super- 
 intendent of schools. In larjic schools the administrative rooms may include 
 a general office, a private office for the principal, a vault for the storage of 
 school records, and a toilet and coat room. They should also include rooms 
 for other supervisory officers ;"iside from the principal. A book room nuiy l)e 
 added but most schools Mud it more convenient for book rooms to adjoin supply 
 rooms. The natural location for tiie adminis'trative rooms is on the first floor 
 near the nuiin entrance. 
 
 Teachers' rest rooms may be considered part of the administrative group, 
 although it is not always possible nor even desirable to locate them adjacent 
 to the administrative rooms. Whether or not more than one room is necessary 
 will depend chiefly on the size of the school. T.ocker and toilet facilities are 
 necessary in the rest room. In medium-sized and large high schools a teacher's 
 workroom should be provided, which may be used as headquarters for teachers 
 not having home room classes. It may well be near the library and equipped 
 with suitable desks or tables. 
 
 In many schools it is deemed desirable to centralize storeroom space on 
 the ground floor. In others it is subdivideil by reserving space on each floor. 
 Where this plan is used, the rooms may be arranged en stack, and in large 
 plants a freight elevator from basement to each floor opening to tlie store- 
 I'ooms will be of unlimited service. If an elevator is installed it must be 
 safeguarded in such manner as will preclude the use of it by the students 
 or inexperienced pei-sons, and should be constructed and inclosed in accord- 
 ance with strict fire-protection methods. Otherwise it may become a serious 
 menace to the safety of the building. 
 
 An office and storeroom for the custodian and a locker room with toilets 
 and shower baths for the janitor, are essential. For convenience and accessi- 
 bility these rooms are best located near the mechanical plant. A direct con- 
 nection to the secondary entrances is reconunended. 
 
 Lockers may be grouped in well-lighted and ventilated rooms or they may 
 be placed in alcoves open to the secondary corridors. They may also be re- 
 cessed along the secondary corridors. In any case they nuist l)e provided with 
 a proper system of ventilation. Lockers should never be placed in main cor- 
 ridors, for in this location tiiey constitute a needless obstruction to the free 
 circulation and preclude the proper placing of appropriate decorations such as 
 casts, statuary, and paintings. Many schools use the well-lighted spacious main 
 corridors for permanent as well as temporary exhibits. 
 
 The best practice distril)utes toilets on each floor and arranges them en stack 
 in order to minimize vertical travel and economize on runs of piping. If vesti- 
 buled from the corridors. \\\o necessary jirivacy will be secured. ^Maximum light 
 and ventilation are mandatory. In fact, a special ventilating fan which can 
 l)e operated independently of the general ventilating system is fre(piently in- 
 stalled and is always recommended when direct outside light and natural 
 ventilation are limited. 
 
 No definite standards as to number of toilet fixtures liave as yet been accepted. 
 It is therefore a matter of judgment. Ordinarily, one seat for every 25 girls 
 and one-lialf seat and one urinal for every 2.' l)oys serve reciuircTuents. 
 
 Aside from the wa.^hbowls provided in shoi)s. liliraries. laboratories, admin- 
 istrative, accessory, and rest rooms, one wasblxtwl for every ."(t i)upils should be 
 distributed in the toilet rooms. 
 
34 
 
 HIGH-SCHOOL BUILDINGS AND GROUNDS. 
 
 One drinking bubl)lor lor every 50 pupils is necessary. The distribution of 
 these in the corridors on all floors and in the gymnasiums will give most effi- 
 cient service. The number in each corridor will depend on needs. Usually the 
 greatest number is required on the main floor. Several drinking fountains are 
 necessary for the grounds, but in the colder climates they must be installed so 
 that the water can be turned off during freezing temperatures. The type of 
 equipment may vary from the simple sanitary bubbler to an elaborate system 
 of circulating ice-cooled water for the building. Fountains of the best sanitary 
 type and self-closing pattern to avoid waste of water are recommended. 
 
 Plate 29— TYPICAL TOILET ROOM. 
 Toilet rooms should be distributed on each floor and arranged en stack, in order to 
 minimize vertical ti'avel and economize on runs of piping. They should be equipped 
 with a special ventilating fan which can be operated independently of the general venti- 
 lating system. 
 
 (K) THE MECHANICAL PLANT. 
 
 The mechanical plant includes the boiler room, storage space for fuel and 
 ashes, room for the heating and ventilating apparatus, the water heaters, and 
 the necessary steam accessories. The larger the school the greater the space 
 required. 
 
 (a) BOILEB AND FUEL KOOM. 
 
 The best practice places boiler and fuel rooms outside the main walls of the 
 building, not only for maximum safety, but also for convenience of expansion. 
 Many schools suffer a serious handicap thi-ough inadequate fuel storage capacity. 
 In the colder climates it is well to arrange storage space for a full winter's 
 supply. Boiler rooms require convenient storage space for ashes, and a me- 
 chanical means for their removal should always be provided. 
 
COMPONENT PARTS OF PI^NT. 
 
 35 
 
 (1)) niCATING AND VKXTII.ATION. 
 
 Recent investisatiou gives some credence to a the(n\v. that our present prac- 
 tice of supplying constant quantities of fresh air is incorrect, and that air puri- 
 lication can be secured tlirough recirculation and washing, depending upon the 
 leakage around door and window openings for the fresh air sui)ply. Carbon 
 dioxide is not the cause of bad air as we have been led to believe. Undoubtedly, 
 the essentials to good ventilation are adequate air movement, proper humidity, 
 normal temperature, and the absence of dust and odors. 
 
 Ventilating systems are usually planned upon the theory that a constant in- 
 flow and outflow of air is necessary to a wholesome condition in the classroom. 
 Many States have enacted legislation requiring the generally recognized stand- 
 ard of 30 or 40 cubic feet per 
 pupil for high schools. Ventilat- 
 ing plants have been designed to 
 l^irm this quantity and force it 
 through the building and out, 
 without draft or discomfort. In 
 a well-proportioned and properly 
 designed plant it is possible not 
 only to meet this standard, but 
 also to make the inflowing air 
 purer than the air of the play- 
 grounds by washing it and re- 
 moving all suspended matter. 
 Furthermore, the temperature 
 and the humidity of the air as 
 well as the volume can l)e kept 
 under reasonable control at all 
 times. 
 
 Much of the dissatisfaction 
 among schoolmen with heatinu 
 and ventilating systems is due to 
 improper design, installation, or 
 handling. The basic principU-s 
 of the plants are founded upon 
 sound mechanical laws. Experts 
 are required to plan and install 
 them and a tliorough under- 
 standing of the fundamentals, 
 at least, is required of tho.se who operate them. 
 
 In the interest of economical operation the heating .system should be installed 
 so that rooms like the auditorium, library, the oflSces, and others may be sepa- 
 rately heated and ventilated. This plan obviates the necessity of operating 
 the entire plant when only part of the building is in use. 
 
 In the warmer climates it is entirely possible to coml)ine the heating and 
 ventilating plant in a straight plenum system, heating the building by means of 
 the warm air which constantly passes through it. In the colder climates, how- 
 ever, it is necessary to install direct radiation throughout the building to com- 
 pensate for the heat losses. Then, again, in the warmer climates, where windows 
 may be opened almost constantly, ventilation may be reduced to auditoriums, 
 toilets, and such other rooms as may specially require it. In .some Instances 
 
 Plate 
 
 DUINKING FOUNTAIN. 
 
36 HIGH-SCHOOL BUILDINGS AND GROUNDS. 
 
 ventilation for these rooms may be omitted. One advantage in ventilating an 
 auditorium in warm climates lies in the fact that with the apparatus properly 
 arranged the comfort of the occupants may be increased by reason of the fact 
 that air motion in warm weather from wind or fans increases bodily comfort. 
 
 (C) LIGHTING (AKTIFICIAL) . 
 
 Evening classes and dark days make artificial lighting necessary in all high 
 schools. Gas lighting will not give the required result without vitiation of the 
 air. The problem is reduced to an t-lectric lighting system of proper distribu- 
 tion, approximating as closely as possible the effect of daylight. 
 
 Schoolroom electric lighting is constantly undergoing a change for the better, 
 owing to the more efficient lamp units now being furnished by progressive 
 makers of electrical appliances. The tendency seems to be in the direction of 
 semidirect fixtures properly placed to avoid shadowing. If they are of sufficient 
 size and number to give an average intensity of not less than 5-foot candles 
 over the desk or working area to be served, satisfactory lighting should resul# 
 For laboratories, shops, and other quarters where special types of activities are 
 carried on, it is well to increase the intensity to 8-foot candles. Auditoriums, 
 music, and dramatic rooms, and main corridors should have semidirect, or in- 
 direct lighting. To secure satisfactory results the foot candle intensity must 
 be computed for these quarters as well as for all other rooms. 
 
 In many localities it is advisable for individual school plants to maufacture 
 their own light and power. For large high schools this plan is often a point of 
 economy. 
 
 (d) CLOCKS, BELLS, FIRE ALARM, TELEPHONE. 
 
 No high school is complete without a program clock and bell system. The 
 simplest system consists of a program or master clock in the general office and 
 bells in the various rooms. These bells are rung automatically for the inter- 
 change of classes and dismissal by the program device. IMore elaborate sys- 
 tems provide clocks in all rooms, synchronized or controlled by the master clock 
 and program device in the general office. Whatever device may be installed, 
 it should be supplemented by a system of hand-operated signals from the 
 office. 
 
 A properly installed clock system may serve for fii-e alarms, but many schools 
 prefer separate signals. In fact, the school codes of some States require distinct 
 fire alarms. 
 
 A telephone system connecting the office with at least all departments of the 
 school is necessary in all high schools. 
 
 (C) VACUUM CLEANING. 
 
 Every high school should be equipped with a portable or other vacuum clean- 
 ing system. This method is to be preferred to any other on account of its 
 superior sanitary advantages. The electric driven portable vacuum cleaner 
 with several machines placed on each floor which can be plugged in at frequent 
 intervals in the corridors and in each room is probably the most satisfactory 
 apparatus for general adoption. Cleaning by the vacuum method is harder 
 work and requires more time than cleaning by ordinary methods, and unless 
 apparatus is installed to minimize both of these difficulties it can not be used 
 effectively or economically. The piping of a vacuum-cleaning system is subject 
 to great wear, due to the sand-blast effect of the dirt during its removal. For 
 this reason piping should he installed in such manner as to be readily repaired 
 or replaced. 
 
EQUIPMENT. 37 
 
 (L) PROVISION FOR VISUAL INSTRUCTION. 
 
 The installation of inotlou-picturo machines and the projectojrraph in high 
 schools creates prohlcnis (hat (he architect must understand and solve if maxi- 
 mum safety and educational returns are to result. 
 
 Motion-picture machines are classified by the National Board of Fire Under- 
 writers into two types: (a) Standard machines which require fireproof booths; 
 and (h) portable machines. The standard machines should always he installed 
 in auditoriums since nmch of the visual instruction is given in connection with 
 auditorium activities. It is scarcely possible and not at all desirable to install 
 fireproof booths in classrooms. The portable machine may he used safely in 
 any room. The lijjhtlnj; circuit of the ordinary classroom is sufficient for the 
 operation of such a machine, as GGO watts meets re<iuirements. 
 
 The size of the fireproof booth will depend larf;:ely on the type of standard 
 machine installed. It needs to be large enough for the operator to walk freely 
 on eitJier side and back of the machine. The booth, of course, must be built 
 of fireproof materials. The electric wiring nmst be installed in metal conduit 
 with approved fittings. No portable cords, except those necessary for a proper 
 connection with the machine, should be permitted. 
 
 VI. INTERIOR FINISH AND TRIM. 
 
 The most successful interior, like the exterior, is simple and straight- 
 forward. All moldings and projections need to be eliminated and woodwork 
 reduced to a minimum. Plaster jambs, protected by imbedded metal corner 
 l)eads, with glazed brick or vitreous tile sills, replace the usual wood trim 
 around all windows. The baseboard should be flush with the plaster wall and 
 coveil to the floor. If wainscotings are desired, they should be of vitreous tile 
 or of semiglazed or vitreous brick in light color. 
 
 All plaster surfaces should be finished smooth and hard. If painted in lead 
 and oil in appropriate tones a.nd stippled, a finish can be obbiined which will 
 l)e washable. It will also possess maximum light-reflecting qualities under 
 natural as well as artificial light. 
 
 The ideal floor for American schools is yet to be found. English wood block 
 floors, nmch used in England and Scotland, are ideal, but are too expensive to 
 make their use general in America. Maple seems to be the most satisfactory 
 material on account of its clo.se grain and wearing qualities. Where a cheaper 
 floor is desired e<lge-grained southern pine gives good satisfaction. Cement is 
 used frequently for corridors, but is objectionable on account of its hardness, 
 color, and liability to dusting unless painted. Battleship linoleum is fast 
 < onilng into favor for classroom floors, as well as for corridors and stairways. 
 As a sanitary floor it perhaps stands in the lead. It is noiseless, resilient, and 
 in its best grades, if jtroFK'rly laid, will outlast oak or maple. Toilet rooms 
 rwinire vitreous or nonabsorbent tile. 
 
 VII. EQUIPMENT. 
 
 The selection of equipment for the component parts of the buiUling requires 
 as much careful thought as the planning of the building. Lack of foresight and 
 judgment in matters of equipment has resulted in all sorts of improper, Ira- 
 practical, and maladjusted furniture in scores of high .schools. Only too fre- 
 quently do we find interiors, otherwise' attractive and planned with (he utmost 
 care, marred by poorly designed and ill-fitting equipment. 
 
38 HIGH-SCHOOL BUILDINGS AND GEOUNDS. 
 
 First of all, the equipment plan needs to be developed with the building plan. 
 In fact, no definite steps can be taken in determining the proper size of class- 
 rooms, shops, auditoriums, libraries, and other rooms before determining the 
 character and size of the equipment to be installed. This is the logical proced- 
 ure, and if it is ignored a number of errors will undoubtedly be discovered when 
 too late to rectify them. The second consideration is the design, workmanship, 
 and finish. These should harmonize with the interior finish and trim of the 
 building. Location of equipment with respect to lighting, circulation, ,and free 
 working space is the final consideration. 
 
 There is a tendency toward more movable furniture for classroom work. 
 Fortunately, there is also a tendency toward improvement in the quality, work- 
 manship, and design of equipment. But whether movable or fixed, whether fac- 
 tory-made or specially designed, the close correlation between the equipment 
 plan and building plan merits full attention. 
 
 VIII. SUMMARY. 
 
 High school buildings, like all other school buildings, are indigenous and can 
 not be successfully transplanted. Each school building is an individual problem. 
 A successful school in one community may prove an educational misfit in an- 
 other. Schools must be planned for the communities they are to serve for the 
 reason that the health, educational, vocational, and recreational requirements 
 are variable factors dependent on local needs and desires. 
 
 The selection of an adequate and properly located site is of primary impor- 
 tance to provide for future additions, to escape noise and other nuisances, and to 
 give ample playground, lawn, and garden space, as well as to provide a proper 
 setting' of the building. 
 
 Maximum safety, adequate and properly-distributed lighting, and good venti- 
 lation must be the eternal watchwords in the building of schools. They are 
 dependent primarily upon efficient planning and fire-resistive methods of con- 
 struction. Adequate number and proper location of stairways and exits, the 
 elimination of basements, and the isolation of the mechanical plant are of the 
 greatest importance to safety. Correct orientation, the open plan, adequate and 
 properly distributed window area are the guiding factors in lighting and 
 ventilation. 
 
 Elasticity of the building plan is essential in order that the building may be 
 readily adapted to necessary changes in education. The expansion of any unit 
 or group of units should be possible with a minimum expense. 
 
 The true worth of a building is in its working efficiency. Therefore, an inti- 
 mate relationship must exist between the building plan and the educational plan. 
 The success of a school building depends not only upon sound architectural 
 judgment, but also upon a thorough knowledge of schools, methods of adminis- 
 tration, and educational tendencies. Such knowledge is necessary on the part 
 of the school planner, if school buildings are to give maximum service. 
 
 Although there are two methods of selecting an architect, through competition 
 or by direct appointment, the latter is by far the better plan. The architect who 
 has proved his architectural and executive ability by a number of efficiently 
 planned and well-executed high-school buildings will naturally render the most 
 efficient service. 
 
 Architecturally, school buildings both in their interior and exterior treat- 
 ment should constitute a direct appeal to the best and noblest instincts. In their 
 architectural design, setting, and decoration they should create an environment 
 indicative of the highest standards. 
 
Part II. 
 
 I. SMALL HIGH SCHOOLS. 
 
 1. ONE-STORY VS. TWO-STORY BUILDINGS. 
 
 For small high schools, the oue-story plau deserves cousitloratiou. AVhere 
 land is not too expensive, this type may be practical and economical. The 
 individual exits from the various rooms make fireproof construction unneces- 
 sary. No space is required for stairways, and lighter construction may be 
 used throughout the building. 
 
 For medium-sized and large schools, however, the advantages of the one- 
 story building are not apparent. The building nmst be spread over a great 
 area, requiring a site of abnormal size for the building alone. Including the 
 (mt-door physical education areas, the site must be about 15 per cent larger 
 than that requii'ed for the more compact two-story building. In the colder 
 climates owing to excessive roof and foundation areas and complications in the 
 heating and ventilating system by reason of excessively long runs of piping, 
 the one-story largo school is both impractical and extravagant. 
 
 2. THE JUNIOR-SENIOR PLANT. 
 
 In a comnuuiity in which the total number of pupils in the junior and 
 senior high schools does not exceeil 1,000, it is advisable to erect a single 
 building for both schools. The first cost of one building of a given capacity 
 is less than two buildings of the same total CJipacity. The cost of main- 
 tenance is also less. Furthermore, the duplication of such facilities as .shops, 
 gymnasiums, and auditoriums is avoided with the consolidated plant, to say 
 nothing of the advantages ^o administration and supervision. 
 
 When the student population requires separate buildings for the two schools, 
 proper zoning of the city and a plan for securing the correct relationship 
 lietween junior and senior plants become necessary. It is obvious that the 
 senior schools need to be central to the groups of junior plants. The distance 
 between the schools depends naturally upon density of population. 
 
 3. MULTIPLE USES. 
 
 To include as great a variety of rooms in a small or medium-sized high 
 school as is common for a large scluml would entail excessive cost per jiupil, 
 or else result in rooms too small for effective use. If, however, rooms are 
 so constructed that they may be used for diflereni i)urposes .-it dilTerent times, 
 then a small building can, at reasonabU' cost, jirovide for all the more im- 
 portant needs of the school. Therefore, in planning a building for a small 
 or medium-sized high school, the principle of multiple use shovdd be aintlied. 
 Several applications of this principle are described in the following: 
 
 39 
 
40 HIGH-SCHOOL BUILDINGS AND GEOUNDS. 
 
 (A) GYMNASIUM -AUDITORIUM. 
 
 A single large room may serve as gymnasium and auditorium. For this 
 pui-pose the floor should be at least 50 by 70 feet and tlie clear height »not 
 less than 18 feet. In order that it may serve as an auditorium, there should 
 be provided a stage of generous size and a convenient storage for auditorium 
 seats and gymnasium floor apparatus. By giving the stage sufficient eleva- 
 tion the space below may be used for such storage. 
 
 The superiority of one large room for both gj^mnasium and auditorium over 
 two smaller rooms is readily understood. A small gymnasium is of little value 
 and an auditorium with a capacity less than 500 is limited as to service. 
 
 The combined room should be planned primarily as a gymnasium, with 
 simple and dignified treatment of the walls. I'lastered walls must be avoided. 
 Fixed apparatus must, of course, be restricted. It is especially important 
 that the room have direct sunlight and maximum ventilation, both natural and 
 artificial. For this reason the gymnasium should extend to the roof. Top 
 light and extra ventilation can then be introduced if desired. 
 
 (B) GYMNASIUM-LUNCII ROOM. 
 
 In a small high school, the gymnasium may also serve as a recreation and 
 lunch room. The periods just before and after lunch need not be used in 
 such a school for physical exercises. In this case it becomes necessary for 
 the school kitchen to articulate with the gymnasium. In some plans it will 
 be feasible to have the lunch counter inside the kitchen and accessible to the 
 gymnasium by means of sliding sash above the counter. Where more room 
 is available, a sepai-ate lunch room may be placed convenient to both kitchen 
 and gymnasium. 
 
 (C) LIBRARY-STUDY HALL, OR LIBRARY-RECITATION ROOM. 
 
 In small high schools the library and study hall may be combined in one 
 room or the library may be of classroom size and arranged to care for clas.ses 
 in English, histoi'y, or civics under a teacher-librarian. If a small conference 
 room is added, separated from the library by a part-glass partition, a few 
 pupils can use library books while recitations are being conducted by the 
 teacher-librarian. Such a conference room will be useful at other times for 
 committee and miscellaneous conference purposes. 
 
 In no case should a school library be placed in a small, inaccessible room, 
 for then it is not likely to be kept open and made attractive. A collection of 
 books, no matter how excellent, does not constitute an effective library. 
 Efficiency can only be stated in terms of actual use. 
 
 (D) PHYSICS-CHEMISTRY' LABORATORY. 
 
 Physics and chemistry may be taught in the same laboratory if care is ex- 
 ercised in the selection of equipment. The convertible type of laboratory table 
 is most desirable in a combination room of this kind. It is advisable to include 
 a set of recitation chairs. Ample storage for the physics apparatus so that it 
 will not be injured by the chemical fumes is an important factor. 
 
 (E) BIOLOGY- AGRICULTURE LABORATORY. 
 
 Bi(»logy and agriculture may be taught in the same room, since there is a 
 close relationship between the two subjects, and also since the laboratory for 
 either subject should be located on the floor most accessible to the grounds. 
 The fixed equipment, if carefully selected, will serve for both subjects. 
 
JUNIOR ANNEXES, ETC. 41 
 
 II. JUNIOR ANNEXES TO HIGH SCHOOLS AND THE ALTER- 
 ATION OF OLD BUILDINGS. 
 
 Planning anni'xes to present school buildings, elementary or high, for junior 
 high-school uses should involve no serious difficulties, providing the site is of 
 adequate size to enable their erection without impairing the lighting and venti- 
 lation of the existing buildings. 
 
 Old buildings of the traditional type are rarely planned lor easy and logical 
 alterations. Frequently the most satisfactory solution is the adoption of the 
 group plan. But this can not be attempted unless the site is of such generous 
 proportions as will admit of additional buildings, their proper grouping with 
 one another for correlation of departments, and the preservation of light and 
 air. In some cases tiie old building may be utilized for administration rooms 
 and those departments best suited to its plan. The science, shop, auditorium, 
 athletic, and other activities can then be arranged around it in buildings of 
 moderate size. These may be added from time to time with the growth of 
 the school, or as the program of studies may require. In any event, the plan 
 should be arranged with a view of finally replacing the old building with a new 
 one, fitting it in as efliciently as possible with the group plan adopteil. 
 
 Every problem in the alteration of old buildings and the building of annexes 
 to present buildings must necessarily be an individual one. It can be success- 
 fully solved only by a careful consideration of all elements involved. It may 
 be helpful to include with this report an example of a connnon problem. 
 
 ALTERATION PROBLEM. 
 
 In the problem presented we have an old high-school building, typical of those 
 erected about 1900, and, as was usual at that time, without regard to the possi- 
 bilities of extension for future growth. It is located upon a site adequate per- 
 haps for present needs, but it is desired to enlarge the manual training and 
 domestic arts accommodations, add auditorium and gynniasium facilities, a 
 new heating and ventilating system, and other features which go to make uj) a 
 well-correlated high school for junior as well as senior purposes. 
 
 The building is a three-story one of ordinary construction. It has an assem- 
 bly room occupying the greater portion of its second and third floors. This it is 
 desired to alter into classrooms. The taxing or bonding power of the district 
 will not furnish sufficient means to fireproof the present building. Indeed, it 
 will l>arely suffice to provide the additional rooms. At the same time, the high- 
 school accommodations must be doubled to meet existing demands. 
 
 In writing about the building, the chairman of the building conunittee says: 
 
 Our building has been buill about 1") years, and lacks a lot of i>eing modern. 
 But I believe it is possible l)y alterations and annexes to make it an adequate 
 and satisfactory building at M nuich more moderate cost than a new one. Be- 
 sides. I believe we shall have no trouble in voting bonds to remodel and I fear 
 we should for a new building. If it were necessary to ])ut up a new building, 
 we could not vole enough bonds for S or 10 years liecause of the limitations 
 and the present b(mded indebtedness, but we can vote enough to remodel and 
 add to the present structure, and tliere is a sentiment here in favor of so doing. 
 
 Such problems are typical of those confronting schoolmen everywhere. In 
 their sidution the essentials to be kept in mind generally are: A gymnasium 
 and auditorium arranged to serve maximum .school and community uses, facili- 
 ties for vocational work, enlarged si)ace for the heating and ventilating i)lant, 
 acconmiodations for a double cni-ollnicnt, and the maintenance throughout of 
 safety, sanitation, and iiro|ier lighting. 
 
42 
 
 HIGH-SCHOOL BUILDINGS AND GEOUNDS. 
 
 Referring again to the problem, it may be stated tliat the changes in the struc- 
 tural or bearing walls of the old building sliould be of such a nature as to re- 
 quire no serious alterations or expense. On account of the nonfireproof charac- 
 ter of the building, additional stairways may be necessary. In the alteration of 
 old buildings for high-school uses, it is possible to provide additional stairways 
 and exits and locate them so as to eliminate all danger. 
 
 The plans presented herewith give the arrangement of each floor of the old 
 building, parallel with the proposed new one, in such manner as will enable 
 them to be studied together. It will be noted that the auditorium and gymna- 
 
 JCdk\i^ 
 
 ALTERATION PROBLEM. 
 
 Ground-fioor plan, old building. 
 
 sium have been placed at grade along the north and south lot lines, accessible 
 for general as well as school uses, and in such a position that the lighting of 
 the rooms in the old building will not be impaired. The gymnasium is of 
 standard size, and is provided with a spectator's gallerj% and locker and 
 shower bath facilities for both boys and girls. The auditorium with a seating 
 capacity of 750 is placed symmetrically with the gymnasium. A cross corridor 
 has been carried entirely through the ground floor from north to south uniting 
 the group. Behind this the manual training and domestic art departments 
 have been placed. 
 
 In the arrangement of the home economies rooms, the cooking room is placed 
 next to the lunch room. The latter is provided with a general storeroom for 
 supplies. The laundiy is placed in the old building, near at hand, and the 
 sewing room and liousekeeping suite are arranged over the lunch room. The 
 division of the home economics group is, of course, unfortunate and but serves 
 
JUNIOR ANNEXES, ETC. 
 
 43 
 
44 
 
 HIGH-SCHOOL BUILDIlSfGS AND GROtTKDS. 
 
 to prove that in an alteration problem tire approach to the ideal is, in many 
 cases, somewhat remote. On the other side of the building there are three shop 
 rooms and a generous room for mechanical drawing. 
 
 The large rooms in the basement of the old building, entirely unfitted for 
 classes, can be used for locker rooms and toilets. Tlie removal of the fur- 
 naces gives additional space, allowing the full complement of lockers to be 
 installed in such manner as to bring about a logical division of the base- 
 ment for privacy without disturbing the circulation of the corridors. 
 
 Steam will be furnished from a municipal plant. It is necessary only 
 to provide space for the ventilating fans, and this is located central to the 
 enlarged group in the old building. 
 
 Jcale^ii^ 
 
 ALTERATION PROBLEM. 
 First-floor plan, old building. 
 
 On the first floor of the old building, the large rooms along the front give 
 opportunity for the administration room of the school, as well as ofiiees for 
 the board of education and superintendent of schools. The rooms of abnormal 
 depth now used as a classroom and a cooking room are reduced in depth, 
 thus improving their natural lighting, and at the same time providing the 
 necessary floor space for a general science laboratory with apparatus room, a 
 'classroom, and a large general storeroom. 
 
 . A girls' toilet is moved to provide for the additional stairway, located in 
 such manner as will improve the general safety of the building and the 
 circulation between the rear basement corridor and the upper floors of the 
 old building. The remaining space on this floor, without serious changes, gives 
 three satisfactory classrooms. 
 
 On the second floor, the space now occupied by the assembly room, provides 
 for a laboratory, the commercial department, and three classrooms, and the 
 space along the front gives opportunity for tlie introduction of a library study 
 room and two class units. 
 
JUNIOR ANNEXES, ETC. 
 
 45 
 
46 
 
 HIGH-SCHOOL BUILDINGS AND GROUNDS. 
 
 The third floor space, now occupied by the upper part of the assembly room, 
 enables the introduction of another laboratory, four classrooms and an art 
 room, and the five classrooms along the front may remain intact. 
 
 ALTERATION PROBLEM. 
 
 Second-floor plan, old building. 
 
 Tims provision is made for a total of 34 classes with study, gymnasium, 
 auditorium, and lunch facilities, within the prescribed limits of the site 
 without loss of natural lighting and at mininmm cost to the connnunity. 
 
 Jt^/e^^^it 
 
 ALTERATION PROBLEM. 
 
 Third-floor plan, old building. 
 
JUNIOR ANNEXES, ETC, 
 
 47 
 
48 
 
 HIGH-SCHOOL BUILDINGS AND GBOUNDS. 
 
JUNIOR ANNEXES, ETC. 49 
 
 From tile solutiou descrihoil ami illiist rated it uiust he ai)i)areiit tliat tho 
 successful workiuj; out of the alteration of an old high school for enlarged 
 school uses can not he given in any hut the most general terms. A careful 
 examination of the plan presented herewith must make it apparent to the 
 reader and ohserver that at hest the solution of the prohlem is hut a series of 
 comproniisos. The degree of success of iiuch altered and enhirged huildings is 
 entirely dependent upon the care with which all the controlling elements are 
 weighed and measured. 
 
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,|r'BRARY OF 
 
 ^CONGRESS 
 
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