\ u SCHOOL BUILDINGS ARKANSAS School Buildings Suggestions for the selection and Improvement of Sites — the Con- struction of Buildings, and their Decoration and Equipment — Heating and Ventilation fcc 1 ARKANSAS DEPARTMENT OF PUBLIC INSTRUCTION 1911 ^ A' '^ Public School Building, Dumos, Arkansas. FOREWORD c This booklet is a compilation of suggestions and material taken from the reports and other pamphlets of this Department, also, cuts, designs and selections from similar publications of other State Departments of Public Instruction. It is dedicated to the school directors, teachers and school children of Arkansas in the interest of better pubhc school facilities, believing that, next to the home, the school should be a place of comfort and beauty, cleanly, sanitary, well heated, perfectly lighted — a place in which the children and the entire school community should take pride and which should stand forth as a true index of the social, civic and even moral standards of the com- munity. Respectfully, GEO. B. COOK, State Superintendent of Public Instruction. Rural School Buildings in Arkansas Planning a school building has come to be one of the most important and exacting problems of the district school trustee, yet not a few trustees appreciate the fact. As a result it is not uncommon to find a country school sadly lacking in such essential features as high-class construction, lighting, heating, and sanitation. This, no doubt, is sometimes due to financial limita- tions, but more often it is due to a lack of knowledge of the accepted rules and principles of modern school sanitation and construction. It is my privilege to point out some of the ways by which the country school can be made more sanitary, convenient and artistic. LOCATION. Before planning the building it is necessary to provide the site. This should be centrally located, on high ground, if possible, where good drainage is assured, and where the purest air can be obtained, always remembering that the locality admitting the east light into the class-room is the one above all others to be preferred in this climate. In regard to the requirements of the model country school — and when I say requirements I have in mind the fact that where expense enters so largely into the problems it is impossible to have everything as we might wish. Still there are certain necessities that we can not overlook, and many desirable features that should be incorporated in the school so far as our means will permit. FLOOR PLAN. In planning the building, the first consideration is the floor arrangement, which should be well studied so as to get the most conveniences within the least possible space. In studying the floor plan the class-room necessarily receives our first attention. It should be made the size required to accom- modate the number of pupils who are to occupy it, allowing not less than fifteen square feet of floor space to each pupil. Where the light is from the left side only, the room should not exceed twenty-five feet in width and not over thirty-two feet in length. Too great a length should be avoided. In France and Germany the maximum length of a school room is thirty feet. This is the distance to which the average voice wilT carry with ease, and the pupils in the back part of the room can easily read the writing on the front blackboard. CLOAK ROOM AND HALLS. In connection with every school building provisions should be made for a small room for the use of the teacher. This, of course, will incur a little additional expense, but is money well expended, as this is a very essential part of the building. Rooms must be provided for the hanging of cloaks and hats. Making use of the halls and class rooms for this purpose is not only unsightly, but unsanitary. The cloak room should not be less than five feet wide and should have outside light and ventilation. Numbered coat and hat hooks should be provided, placed at alternate heights of four feet and five feet for the accommodation of the different sized pupils; also shelves for lunch baskets and rubbers. It has been demonstrated that this room when placed in direct connection with the class room is more convenient, and under closer supervision of the teacher. In this arrangement also the venilation in the winter months is more easily provided for. A small heated and ventilated locker should also be provided in the cloak room for drying damp clothing if the -heater adjoins the cloak room. The halls should be of ample size, so that there will be no crowding of pupils. All ceilings should be twelve feet six inches to thirteen feet high. Public School, Blytheville, Arkansas. Heating and Ventilating The question of heating and ventilation is a very important one and should receive the closest attention from the school trustees. When we consider that all the best authorities on school architecture state that no less than thirty cubic feet of fresh air per minute should be furnished each pupil in a class room, we realize more fully the conditions under which the children labor in all poorly ventilated schools. There are several dangerous elements in vitiated air, but the fact that children are often afflicted with contagious diseases is one of the most important reasons for providing good ventilation. The elaborate heating and ventilating systems, such as are used in the modern, up-to-date city school, where a. blower is used in combination with air filters and automatic regulation of temperature, are very expensive. They cost too much to install and operate in a small country school where similar results can be obtained at a reasonable expense by the use of jacket- ed stoves or heaters in which fresh air ig introduced through a conduit from the ouside. The conduit should be provided with dampers that can be easily operated from the school room. The fres'h air should be introduced into the space between the heater and the jacket or casing; it may enter either from under the heater or through the casing a short distance above the floor. The fresh air rises be- tween heater and casing, and, when heated, enters the room from the top. To secure the best results with a system of this kind, a heater should be used that has no projections that might obstruct the passage of air with- in the casing. This space should be left entirely open for the free circulation of air. Foul air is removed from the room either through the chimney flue or through a separate metal vent pipe. If the flue extends down to the floor, the foul air current may be admitted through a register placed at the floor line. If the chimney is built upon a shelf, a pipe is provided for conducting foul air from the floor to the smoke pipe opening. Many rural schools have chimneys too small to accommodate both the smoke current and the foul air current. For such buildings a plant may be obtained having a separate foul air pipe, which is partly enclosed within the casing, and which extends upward through the ceiling and roof. In this plant the foul air pipe is heated by direct radiation from the heater, thus producing an upward draught. When the chimney is used for ventilation, the same result is accomplished by the heat of the smoke gases. Since the foul air is the coldest air in the room, and settles toward the floor, the outlet should be placed near the floor line. The pressure of fresh heated air from the casing tends to force the colder foul air through the vent opening below. Gravity system, operating as above described, may be purchased at a reasonable cost. The well-known systems that have been used and found eflicient in Arkansas schools are sold direct to boards by reliable companies and are fully guaranteed. The ordinary stove may be enclosed within a metal casing and provided with a fresh air inlet. This equipment will be a great improvement over the naked stove, which should never be used in the school room. But unless care is exercised to see that the apparatus is properly constructed and in- stalled it may not prove entirely satisfactory. BLACKBOARDS. In regard to blackboards, there is a strong prejudice in favor of slate, on account of its durability. Wlien the very best quality of slate is secured there can be no question as to its merits. The initial expense is, however, much greater than that of composition bokrds, which answer the purpose about as well, can be obtained in better lengths, and are much more easily applied. These advantages together with the color — a pleasing shade of green — make the latter boards all that can be 'desired. No board should be accepted without being guaranteed by a responsible dealer or manufac- turer. Hyloplate and other similar boards should be glued to a one-half inch board backing in order to get the best results. The Parshall green artificial slate has proved to be a very satisfactory board. It is really a slating which is applied either directly to the plastered wall, to heavy Manila paper glued to the wall, or to wooden boards. Much care must be taken, however, in preparing for this or any other artificial board of this class to see that the walls are properly seasoned and prepared before the preparation is applied. Otherwise the board that ordinarily would prove good might prove unsatisfactory. A still cheaper form of blackboard is manufactured by the use of hard plaster and paint, but it is too easily damaged to be seriously considered. Blackboards should be two feet six inches from the floor and from three feet six inches to four feet wide, with an extension back of the teacher's desk of two extra feet. Grooved chalk rails should be provided under blackboards. Over the top of chalk rail, or rather one-half inch from the top, there should be a galvanized wire mesh cover, so that chalk dust can settle through and save the chalk and erasers from being covered with dust. The cover should have a wired edge and be made to open out for cleaning. DESKS. The best schools have adopted single desks and no more double desks should be used, as they cause the spread of disease and contaminate the pure by close relationship with immoral seat ma'tes. The amount of study is lessened and the need of discipline is increased by children sitting together. Great care should be exercised to adapt the height of desks to the size of children who occupy them. The best furniture will in the end be the cheapest. LIGHTING. The lighting of the class room is the most important problem in school building. Under no circumstances should a pupil be forced to face the light, and in the best planned school rooms the teacher is equally favored. The only proper lighting is that introduced over the left shoulder of the pupil. High lights over the blackboard in the rear are better omitted, but are frequently used for the architectural effect. The glass surface should equal at least one-fifth the floor space, and the windows should be not less than three feet six inches from the floor, com- ing up as close to the ceiling as the casing and finish will permit. The best glass only should be used divided where necessary to provide for the proper degree of safety from breakage. Sheet prism glass can now be 8 obtained at reasonable price, and I would recommend its use in the proper lights of the windows, or at least in tlae transoms, for by its use th-e light ill the room can be made more uniform. The shades should be of the best quality and be made double; placed a I the center of the window so as to work up and down. The edges should be reinforced and run in grooved pieces so as to prevent a glare of light entering between casing and shade. SEWERAGE. There is no good reason why toilets and other conveniences in tlie piumbing line should not be used in connection with the country schools. The principal trouble heretofore has been in the water supply and drainage; but the water supply can easily be taken care of by means of a pneumatic tank, placed in the ground near the building, and a force pump properly con- nected with the tank of the building. The size of the tank must be graded to suit requirements — say about 200 gallons to a class-room. It will then be possible to have running water to all fixtures, sinks, toilets, and basins — all of which can be relied upon. The toilets for the use of scholars should be automatic. The question of sewage disposal has of late years become a simple matter. Formerly it was necessary to resort to drainage into ditches, cess- pools, and streams. iNow, however, there is no occasion for these, for by me use of the septic system of sewerage, which is considered the only t-cientific system in use today, all sewage can be readily disposed of. Double cJsterns are built" and connected under ground. The first cistern is divided into two compartments. The first compartment or settling chamber re- ceives the sewage, the liquid portion of which flows in a sheet into the' pecond compartment. This in turn flows into the large flush tank, where, when the water reaches a certain point, it is automatically siphoned off into a drain pipe leading to a point where porous terra cotta pipes are run out iu different directions. The sewage is distributed through the open joints cf these branch pipes, which are not more than fourteen feet below the sur- face of the ground. At this depth the sewage will be oxidized. This arrange- ment can be simplified so as to give satisfactory results at a very little cost. OUT BUILDIINGS. .Where there are no waterworks, outside closets should be used and the same should be placed a good distance from the main building. The build- ings to be sufficiently large to accommodate the pupils and to be protecteu by lattice screens from the outside. Each school should have two separate out house buildings, located in that part of the school grounds, at the farthest point from the main entrance of the school house, and as far apart as possible. They should be kept clean in every respect, and in good repair. For the average school these buildings should be about 6 feet square, and 7 or 8 feet high, surrounded by a tight board fence 6 feet high. The vault under the 'building should be of some substantial material and plastered on the inside with cement. This prevents drainage into the soil and any possible contamination of the water supply. Such an amount of dry t-oil washes should be placed in the receptacle as will absorb all liquids in the vault, and keep the excreta covered. The vauTt should be thoroughly cleaned at least twice each term. 9 Proper urinal troughs should he provided in the boys' closet on the in- side of the guard fence. The outhouses should be provided with windows, the sills of which art; not less than 5 feet from the ground. Too great care can not be taken in the location and construction of the outhouses. When properly located and properly constructed, special atten- tion should be given to their care. No one thing speaks more strongly in favor of or against a Board of Directors and the teacher than the condition cf the outhouses. They should be in such condition at all times that the teacher would not hesitate to call the attention of any patron of the district to them. Neglect of outhouses is the source of demoralization of many children. There should be two as far apart as the grounds will permit. Each should be screened and vines be planted to overrun the screen. The walls should be kept free from obscene language and pictures. There are yet to be found double outhouses on school grounds. It is difficult to conceive of a worse arrangement than these double doored abominations. To build one of them should be a penal offense. Better expose the children to a deadly contagious disease than to subject them to the moral leprosy which lurks in these double outhouses. Rural School, District No. 4, Keevil, Monroe County. 10 Water Supply- it is very essential tliat the water supply for drinking purposes should be of the very best. Wells should be located so that the surface water will not run into same. The greatest care should be taken in the selection of drinking water. If stoves are used in rooms there should be always a vessel of fresh water kept on same to keep the air moist. It is a good idea to have several buckets of water kept in convenient places as a pro- tection in the case of fire. THE DRINKING WATER PROBLEM. Children require a great deal of 'drinking water during the day, much more than adults. It is absolutely necessary for both health and com- fort. Where a good well can be provided it should be done, but every well should be provided with a concrete covering and a drain pipe so placed that water cannot run back into the well. If it is so sealed that animals cannot get into it, pumping out thoroughly before school begins is sufficient to keep the water wholesome. A good pump should be provided and kept in repair. When a cistern is used, the water should be made to pass through a filter, three feet by three feet and four feet deep, and should be filled with sand. It should be placed below the frost line. The cistern should be pro- vided with a pump and cleaned out before school begins. THE DEADLY DRINKING CUP AND WATER BUCKET. The common water bucket is one of the greatest sources for the spread of disease that could possibly be devised. Every time a child drinks, it leaves a part of the contents of its mouth on the cup. The next child washes this off when it dips in the cup. When twenty or thirty children have done this the water may spread colds, mumps, fevers, consumption, diphtheria or other infectious diseases, the germs of which are in the mouth of a single child. The child having the germs in its mouth may not have or take the disease, its system being able to throw off the germs. But it may be able to infect a child whose system is in a condition to take the disease. The amount of dust which collects on the water of an open bucket is another source of disease. When we think that the bucket is never scalded or washed there can be no doubt of its being a disease breeder. The common water cup has been prohibited by law in some states and school boards are compelled to provide sanitary drinking fountains or see to it that individual cups are used. The school board should provide a water tank with a cover and a faucet and a rule might be made that each child have its own cup. This rule, however, should be adopted by the board. Should the teacher alone try to institute this reform she might lose her influence in many a community, the people not understanding the reason for, or the necessity of this departure from a long practice. Nothing is more certain than that the new way would avoid much discomfort, disease, and even death. A sanitary drinking fountain, comhined with a filter, and which does not require water under pressure, is shown on pages 61-63. 11 THE COMMON TOWEL NUISANCE. The common towel may spread skin diseases and sore eyes through a whole school. The school board can provide paper towels at a cost of four hundred for twenty cents. A towel is used by a child and then thrown into the waste basket. It is cheaper than washing the roller towels. Publio School, iJrinklev, Arkansas. HOW TO ABOLISH DUST. Twenty or more children bring in a great deal of dirt, even if the greatest care is taken. Sweeping raises a cloud of dust that settles on every sur- face in the school room. Dusting is done with a feather duster which stirs it once more and again it settles. When any one wallTs across the floor or moves about he raises the dust. The school room should be thoroughly washed before beginning school, the floor, the desks, and the woodwork. The walls should be thoroughly brushed. The teacher should be provided with a preparation to keep down the dust when she sweeps. The dust should be wiped up with a cloth. A clean, tastefully decorated house is not only healthful, it has a powerful influence for good in the school. Poor house- keeping on the part of the teacher is a sure sign of an inferior school in some important particulars. A very good home-made dust preventer may be made by taking a barrel of good grade saw dust and thoroughly mixing it with five quarts of common parafRne oil. Should this preparation be kept in an open barrel a little oil may be added as needed. The oil usually sells at 20 cents per gallon. A "-^w handsful only of the preparation are required at each sweeping. 12 UNiTERIOR FINISH. The woodwork on the interior of a model country school should be as plain as possible, omitting all fancy molds and quirks, as they are only dust catchers and add to the expense. A natural finish makes the wood more beautiful and desirable. The different rooms should be wainscoted to the specified height. The plastered walls and ceilings should have a good sand finish, as it is more sightly than hard finish and is freer from cracks where protected by wainscoting. The tinting shows to much better advantage when placed on such a surface. The color of tint for walls and ceiling should be se.ectd to harmonize with the wood finish and blackboards; the exposure should also be taken into account. Light olive green is a very good color for an eastern exposure, but if green blackboards are used, the painter will find difficulty in getting the shades to harmonize. Rather than risk having the shades clash, it would be better to use some soft shade of brown or tan, with a light cream ceiling. EXTERIOR. After planning the interior of the building and providing the necessary hygienic demands, we take up the problem of the outside appearance. A building erected for any purpose should indicate its essential use by its appearance, especially a building designed for educational purposes, which should not only indicate its use by its appearance, but set an example of good taste and dignity for the community. A school building so designed will cultivate in the young that perception of proportion and relation to utility and adornment that constitutes taste in architecture and will fulfill a large part of its mission. In the small country school, as well as in the schools of the large cities, the best example of architecture should be seen. The building should not be elaborate in detail, nor yet severely plain. Still it must have beauty, grace and dignity, be symmetrical in outline with well-proportioned parts and with as little ornament as the style employed will justify. The quality of the material to be used in the erection of the building will depend largely on the locality. Wood has been used almost exclusively for buildings of this class, but there is no reason why brick, stone or con- crete should not be used in localities where these materials can be cheaply olitained. The cost is slightly more than wood, but the building is far more durable. All buildings other than wood should be damp-proofed. SPECIFICATIONS. Specifications of the labor and materials required in the erection of h. "Model Rural School House," to be built for school district No in the county of State of Arkansas, according to plans fur- nished by the State Superintendent of Public Instruction. DRAWING THE GENERAL CONDITIONS. The several drawings here referred to, are as follows and consist of: Plan of foundation and basement. Plan of floor arrangement. Plan of roof. Transverse section. Longitudinal section. Front and side elevations. The several drawings must be carefully followed according to scale, and all notes, figures and explanations wherever they appear upon the drawings, must be carefully followed, as they, with the drawings and specifications, are all part of the contract. 13 The contractor shall make no alterations in the drawings or specifica- tions. The contractor shall furnish all labor and materials, scaffoldings, etc., and everything needful for the completion of the work. Should the con- tractor introduce any materials or workmanship other than the kind speci- fied, it shall be removed at his expense at any time during the progress of the work. All work must be executed in a good, substantial and workman- like manner, and nothing to be omitted which is necessarily connected with the proper completion of the work. Excavations. — ^Do all necessary excavating required for the basement and all piers or other foundations, as shown and required by the drawings. All heights must be taken from a grade stake. Dig the banks in excavating 6 inches beyond outside line of stone walls. Grading. — ^Fill in around and pack the earth against the walls after the mortar is dry, and level it off as directed by superintendent. Footings. — Lay down footings under all the walls of the building of flat, well bedded stone not less than 8 inches thick and to project 4 inches on each side of the walls above. This footing course shall be composed of large stones, fitted close together, each filling the course in width and height. Joints shall be hushed with spawls and cement mortar. Foundations. — ^Properly lay up foundations and basement walls 16 inches in thickness, with good, flat building stone, laid on their natural bed, and well bonded, laid in clean sharp sand and Fort Scott Cement mortar, in parts of one of cement to two of sand, laid to a line on both faces and properly flushed and pointed at completion. Lay down in like manner substantial foundations under the chimney, porch piers and exterior steps. Underpinning. — From the top of foundation walls at grade level, lay the underpinning up in height, as shown by the drawings, with two courses of 8-inch lime stone range pitch faced, laid to a line, with close joints, and to be pointed at completion with raised joint of Portland cement mortav. The window sills shall be of lime stone properly cut and set in place where shown on foundation plan. iChimney. — Build the chimney to correspond with the drawings, using hard burned brick laid in lime mortar, as per size figured on drawings. Flue to be perfectly straight and true, and uniform in size throughout and made smooth, with cut joints on the inside. Top out above the roof with select red brick laid in white mortar and properly cleaned down on completion. Furnish and set in the brick work of flue and furnace smoke pipe an 8 inch black iron thimble. The smoke pipe from furnace shall be made of No. 14 stack steel, properly supported and anchored in place. Lathing. — All walls, partitions and ceilings throughout the building shall be lathed with No. 1 white pine laths, full thickness, laid on a quarter of an inch apart, with 4 nailings to each lath, joints broken every 12 inches. Under no circumstances must the laths stop and form long vertical joints, neither permit any laths to run through partitions behind the studding from one room to another. All angles must be thoroughly spiked together before lathing. Plastering. — All walls, partitions and ceifings througliout the building shall be plastered with Aggatite or Acme Cement Plaster mixed according to given directions, and properly put on and applied with sufficient force to secure clinches. Level up and float the brown coat and make it true and straight at all points, angles and openings. All corners and angles shall be made perfectly straight and true, and finished in a workman-like manner. All lathing and plastering shall extend down to the floor. All walls shall be straight and plumb and even with the grounds. Leave all floors broom clean; do all the necessary mending and patching after the workmen, and leave everything in a perfect state. Timber. — The whole of the timber used in and throughout this build- ing shall be well seasoned and free from shakes, knots, or other imperfec- tions impairing its strength and durability. Dimension stuff for joints, studs, rafters, etc., shall be No. 2 yellow pine. All exterior finish lumber for cornices, casings, base and other finish shall be of white pine, "C" select. 14 Framing. — ^Timber must be prepared and framed according to the plans, sections and details. All joints shall be placed with the crowning edge upwards. The figuring of heights or stories on the sectional drawing and figures on plans for interior work, are for the dimensions in the clear. All joints shall be spiked together at the ends and to each other where they come together, and to all bearings. Bridging. — Bridge the floor joists through the center of each room with two rows of 1x3 inch stuff properly cut in between the joists and nailed at each end with two 8d nails. Headers and Trimmers. — All headers and trimmers shall be properly framed and spiked together, leaving all openings of sufficient size for the finish of stairs, chimney, etc. ■Size of Timbers. — Sills shall be framed as shown by the drawings with 2x8 inch plate below, outside memiber 2x10 inch, and 2x6 inch plate on top. Floor joists shall be 2x10 inch, placed 16 inches from centers, ceiling joists 2x10, placed 16 inches from centers-, partitions and other studding will be 2x6, placed 16 inches on centers. Corner posts built of two pieces of 2x6, with a 2x8 between, thoroughly spiked together, roof rafters to be 2x6, 16 inches from centers, wall plates 2x6 double thickness, porch sills to be 4xG and properly framed into main sills, porch joists 2x6, 16 inches from centers, porch rafters and ceiling joists 2x6, 16-inch centers, porch plates, posts, etc., to be made according to the general drawings. All door studs shall be set double. All openings over three feet in width shall have double headers and thoroughly trussed overhead. All angles shall be framed solid by spiking studs together. Porch to be ceiled over head with 5-8 inch yel- low pine ceiling. Exterior Frame Work. — Cover the frame of the building with N'o. 2 yellow pine, ship lap boards not over 10 inches in width, nailing through each bearing, these boards to be placed horizontally on the frame. Siding. — Shall be "C" select white pine, 6 inches with -4 1-2 inches exposed to the weather. All joints shall be closely fitted against corner boards, casings, etc., and nailed to the walls with 6d wire nails. Corner Boards.— ^Cornice, bands, corner boards, water tables, etc., will be made as shown by elevation and sections. Roofing. — ^The carpenter shall frame and construct the roof according to the drawings, in a thorough manner. The rafters shall project the walls as shown for cornices and gutters. The gutters shall be graded on the inside so as to throw the water to the points indicated for the location of the down spouts. For shingling; put on horizontally 7-8 inch yellow pine strips 7 inches from centers, joints broken and nailed to each bearing with lOd nails. iShingles. — ^Shingles shall be put on in the best manner, properly laid, joints broken and nailed with two 3d course cut nails, to stand away from all angles and valleys the proper distance. These shingles shall be of the best quality red cedar, 6 to 2 inches, and laid 4i/^ inches to the weather. Ridges shall be covered with 1x6 white pine boards nailed with lOd nails. Window Frames. — ^All window frames for insertion in the woodwork shall be made with the outside casing 1x4% inches, and pulley stiles % inches thick, properly housed at the head and sills and to have % inches sub-sill, bottom sills to be made of 2x8 inches white pine. All frames shaM have partings and blind stops set back the proper distance for outside blinds. All frames shall have two-inch lath turned sash pulleys, bronze face, pockets for sash weights. Shingle sash in basement shall have three- inch steel butts and proper fasteners. Transoms shall be as shown on drawings. All sash shall be 1% inches in thickness. The basement frames shall be made of 2x10 clear white oak. Inside Work. — ^The carpenter must run the flooring closely around all the walls, completely closing all spaces. Grounds. — ^Put on grounds for flnish of all doors before the plasterer. All these grounds shall be set perfectly straight, plumb and true to a line, and for lath work, not to exceed % inches in thickness. Flooring. — Floor shall be laid with lx4-inch star yellow pine, secret nailed to every joist, well driven and laid close to the wall. All flooring shall be tongued and grooved, carefully laid with joists broken. 15 Iniprc Or-ic Roof-n Scrt« Plan suggesting Alterations for the improvement of a One-room School Building. 16 Finish. — All inside finisli will be made of strictly clear, well seasoned yellow pine. All doors that are marked for glass in upper panels will be glazed with D. S. A. glass. All transoms will be glazed and hung at the top with 2x2-inch brass butts and provided with a Woolensack patent transom lifter. Blackboards. — Furnish and set in place where shown No. 1 slate black- boards four feet in height and finished with 2-inch lip mould on top and 4-inch chalk mould below. iSize of Doors. — Shall be marked on floor plans for width, height and thickness. Hang all doors throughout with loose joint, bronze plate butts 3% by 3% inches- Front door shall have three butts 4^^ by 4^^ inches. Locks. — The main entrance door shall have 5-inch mortise bronze faced locks with two keys. All other doors shall have ZVz by 3i/^-inch mortise locks. Sash and Windows. — All windows shall be cased to correspond with the doors, and finished with a rebated and moulded stool and apron worked and moulded as shown. Sash shall be of the best clear white pine, with apron mould sash bar and weather lipped meeting rails. All sash shall be 1% inches in thickness. Every double hung window in the building shall have an Ives patent burglar proof sash lock on meeting rails, with bronze finish. Also provide a bronze bar handle lift for each window. Glass. — All glass throughout the building, except as otherwise specified, shall be D. S. A. glass, well bedded, tacked and puttied. Stairway. — ^Shall be built where shown on the floor plans in the best. and most substantial manner, and shall be supported on rough carriages, cut from 2xl2-inch joists. Stairs shall have l^^-inch treads and treads shall have nosing on front edge, and be provided with 2-inch side hand rails. Angle Beads. — ^Shall be placed on all corners as required to protect the angles of plastered walls, to be 3 feet 6 inches in length, and 1% inches in diameter, and have ornamented turned heads. Painting.^ — 'Furnish all materials and perform all labor for the full com- pletion and proper painting of the building, cover all sap or knots in the exterior woodwork with a coat of strong shellac before priming; putty up all woodwork smoothly before applying the last coat. On the outside work use for priming coat a mixture of one part of white lead and two parts or* ochre ground in oil, mixed with pure boiled linseed oil. Exterior. — Paint the exterior woodwork with three coats, the second coat and last coats to be pure white lead and boiled linseed oil, the lead to be used for this work must be of the best quality, strictly pure Collier's white lead and boiled linseed oil. The colors shall be selected by the superintendent. Paint all the tin- work with two coats of mineral roofing paint, the down spouts to be finished with trimming color same as used on the building. Interior. — ^All the interior woodwork must be thoroughly cleaned off and filled with Wheeler's patent mineral filler by rubbing thoroughly into the pores and wiping off while wet. Finish the woodwork with two coats of Berry Bros.' hard oil. iThe painter must see that all woodwork is perfectly clean before fill- ing. Putty all nail-heads and other defects, using care to thoroughly match the putty in color with the wood and to sandpaper smooth and prepare all woodwork before applying the second coat. The painter shall see that all spots are cleaned off the walls and glass, and leave everything in a perfect and finished state. Gutters and Valleys. — ^For the gutters, valleys and down-spouts and chimney caps use No. 2'6 galvanized iron and run the iron under the shingles at least 6 inches. The gutter shall be riveted and soldered, and held in place with proper stays. Down-spouts shall be put up where indicated on plans, with all necessary curves to bring the water to grade level, and there connect into the drain pipe. All joints shall be lapped, riveted and soldered tightly together. Down-spouts shall be thoroughly secured to the building, the sizes of leaders to be 3 inches. Valleys to be flashed and counter-flashed in a thor- ough manner. Also furnish all the other flashing ready painted for the use of the carpenter to enable him to make all parts of porch and windows thoroughly water-tight. 17 No. 1. One-room School Building. Designed for heating with floor furnace. 18 cnzEnzrnD [rrTi:n:^ziT] fl fuoDCL- Plan No. 1. One-room School Building. 19 20 21 FLOOK PLA.M One Room ScKQO t- No. 3. One-room School Building. 22 Cl_ A^ SS Roc CUOAtcS VES-rlB<^l_a -S:i!L__^°°--_s^M = o L No. One-room School Building. 23 TROhAT EI-E.V/\TION No. 5. One-room School Building. 24 C v\\v\\\Xl^=NS:^dx4^^\\\\\H==N==^ School. /Wacvy ^^^ r ^S.\VVfa^\V\\-|3 kWsN^W^ No. 6. One-room School Building. 25 dU CI-/KSS. reooi>^ I CLASS Ro oi C=L«.«.W3 I VBC'T.iSk/l.e I CLOAKS I Cl-/}T-rr9^/ ///7/> " '> ZP^^c^ ^ ///y)f—^;i=if/f=^////>777/. No. 11. Two-room School Building. 30 No. 12. Three-room School Building. 31 fROMT ELE>/ATio»y FLoor? Pu/^r4, No. 13. Three-room School Building. 32 /^*Ky/r /Too''' Sc-f-fooc No. 14. Four-room School Building 33 J £ZI] Ka^uu I CD ^ No. 15. Four-room School Building. 34 Design No. 42. This is a modern 3-room' school building-, has all necessary cloak rooms conveniently located. Ceilings are all 14 feet high. Building- has all necessary vent flues. The rear room, has stag-e and dressing- rooms, and can be used for entertainments, etc. Hall is large and well lighted. This modern brick school building can be erected fdr $4,500.00. If plumbing is put in, $SOO.O0. If heated with hot air, $300.0. Total cost, $5,600.00. R. P. Morrison, Architect. 35 •^- v^''-;^ Ct^SS fo Design No. 41. This is a jnodern 4-room school building, has cloak rooms con- venient for each class. Ceilings are all 14 feet high. Building has two large flues for stoves. Has wide hall running clear through. This modem frame school build- ing can be erected in almost any locality for $3,800.00. If heated with hot air, $250.00. Not arranged for plumbing. Total cost $4,050.00. R. P. Morrison, Architect. 36 Design No. 44. This is a modern 4-roOTn school building, has oloak room and lockers. Ceilings are all 14 feet high. Building is arranged to heat with staves. Has very wide and well arranged hall, and stairs located in rear. This m;odern brick school building can be erected in almost any locality for $5,500.00. The sec- ond floor has stage and dressing rooms so that it can be used for entertainments. There is a flexifold or accordion partition through the center, which can be closed for school purposes. R, P. Morrison, Architect. 37 Design No. 43. This is a niode.m 4-room school building; has all necessary cloak rooms. Ceilings are all 14 feet 'high. Building is provided with all necessary ventilating flues, and closet for teachers. Hall is large and spacious, showing where stairs could be built should the building be erected two stories. This modern brick building can be erected for $6,000. Plumbing, .$1,000.00. Hot air heat, $350.00. Total cost, $7,350.00. ^ p Morrison, Architect. 38 Design No. 40. This is a modern 8-room school 'building, has cloaJk rooms con- venient for each class room. Ceilings are all 13 feet high. Biuilding is equipped with all necessary ventilating flues. The first floor has four ways of exit. The hall is large and spacious, with stairs well located. This modern brick school build- ing can be erected in almost any locality for $10,000.00. Plumbing, $1,000.00. Heat- ing, hot air, $450.00. Total cost $11,450.00. R. P. Morrison, Architect. 39 FRONT ^CVAJIOtl. 1 7^'- <^' 1 1 1 1 1 'I 1 I... srme KttM 1 1 1 1 s^- — " -^^^ airU ■^»LK. '\\ ILi 1 a a a a iJ. P D D School at Oaklawn, Hot Springs, Ark. Front Elevation and Basement Plan. 40 First and Second Floor Plans, Oaklawn School. 41 state Normal, Conway, Arkansas. 42 School Grounds Selection. — It is on the school grounds that the principles taught in tho school room are put into practice; it is there that elementary problems of society and of citizenship are worked out through the independent action of the child in play. The plot of ground that nature has made most at- tractive in any city, village or rural district is just good enough for the public school. A school yard is adequate only when there is ample space for games and for characteristic trees, flowering shrubs and plants, and clinging vines as an integral part of the play grounds. When the school garden is added, the out-of-door condition will be ideal. Arkansas has been fortunate in securing ample area for school grounds, so it is with the use rather than the need of grounds that we have to deal. REASONS FOR TREE PLANTING. Protection. — ^^The strongest reason for school ground planting is for the comfort of the teacher and pupils who occupy the building from seven to nine months each year. A school house so situated as wholly to lack pro- tection from inclement weather often subjects its occupants to distressing conditions. During winter gales there is an increasing demand for fuel, which, though supplied, often does not suffice to keep the building warm. The teacher is then put to test contriving methods by which no pupil shall endure more than his share of cold, and by which to maintain the usual good order during study hours and provide for indoor recreation at the rest periods. With the temperature hovering around freezing point during a howling blizzard, one has but to enter a country school room to appreciate its discomforts and see its need of protection. The winds of spring are almost as trying as those of winter, and in summer the sun beats down with unchecked violence. It is not too much to say that in nine cases out of ten exposed school grounds can be rendered cornfortable by trees planted in windbreaks. Educational Value. — ^Children interested in the work of selecting, plant- ing, and growing trees and shrubs about the school can gain in the work no little knowledge of right principles and methods. Many people think that to plant a tree all that needs to be done is to dig up a sapling, or buy it, and set it in a hole. This is a great mistake, responsible for many unnecessary fa,ilures. Some knowledge of tree culture is a thing sure to prove useful to a large proportion of school children. Forestry is beginning to attract attention as a possible subject of school instruction. The school is supported at public expense in order to make good Amer- ican citizens. It aims at securing the highest possible development of mind and character. Every element of order, neatness, and beauty, every broad- ening influence, every appeal to the finer nature of the child means better men and women and a more thrifty, prosperous, and attractive community. Americans are justly proud of their school system, and should be willing 43 to support the Schools not only with money, but with time and labor. — ^Wm. L. Hall, Washington. Method. — Before a stone is moved, a tree or shrub placed in its perma- nent location, children may be taught to deposit all paper, scraps of lunch- eon, and any debris in a receptacle provided for the purpose, be it nothing more than an empty barrel or box. When I say in, I don't mean to stand some fifteen or twenty feet away and throw it at the box. Pupils should be taught not to cut, mark or otherwise mar buildings, benches, fences, furni- ture or other school equipment. With the exception of trees, all these improvements may be accom- plished with no outlay other than the enthusiasm of the pupils and teachers and the co-operation of even a very few of the patrons. Rakes, a wheel- barrow, a shovel and pick are the necessary implements, all of which will gladly be loaned. Flowers may be had for the asking from the parents; or, in places fortunate enough to possess a greenhouse, will be donated in the spring. The florists of Little Rock have responded to every request most liberally, sending as much as two wagon loads at a time, while one of them, Mr. Tipton, has generously devoted much time in supervising the planting of shrubbery, and in thinning and trimming trees. A load of rich dirt, which can usually be had for the hauling, and the use of a horse and wagon for a few hours once a year, and the equipment is complete. In the division of labor each school of this city has adopted its own methods. Some places the grounds have been divided and different parts assigned to each grade with an interchange of labor when heavy work is necessary on the portion assigned to the younger pupils; the larger boys workfng on the First Grade for a time and the First Grade doing the lighter work on the part assigned to the higher grades. Thus fair exchange is no robbery. In other schools, where all work together, the boys have always gallantly re- sponded to the call to pick and shovel, while the girls have swept and planted for the boys. This was done after school the lirst year, the second year it was made a privilege, the work being done before school, noon and recess, while on a certain day those who had finished their studies were dismissed a little earlier. Last year Prof. Torreyson announced a general cleaning day, when all the pupils in the city who cared to assist were dis- missed an hour earlier, otherwise they continued their studies. — Mrs. Rhoton. The Planting Plan. — ^The first step is to prepare a plan. This should be a detailed outline of the planting based on a complete analysis of the situation. It should embody a map of the grounds, with the school house, outbuildings, and place for planting the trees accurately located. If the plan is presented at a meeting in the school house, a blackboard drawing should be made, showing the school ground and exactly what planting is proposed. In this way its advantages can be more clearly pointed out, and its defects, if there be any, will also be pointed out and remedied. It is scarcely to be expected that a plan will be made which will suit all; so here, as in other matters that concern communities, the majority should rule. It is always to be hoped that the school board, the teacher, and those most active in the improvement of the community will be in per- fect accord. If points of difference arise and are not settled after candid discussion, they should be referred to disinterested persons or dropped out of the plan entirely. 44 Selection of Trees. — As soon as a policy of planting is adopted, some experienced person should be appointed to superintend the preparation of the ground, the procuring of the trees, the planting, and the subsequent cultivation. Elms, oaks, and maples are to be had almost anywhere, and are easily transplanted. They are as beautiful as any trees to be found, and are in every way well adapted for the school ground. They grow on a variety of soils.— ^W. L. Hall. In Arkansas the choice of suitable deciduous trees, evergreens and shrubs is almost endless. Our native forests abound with an unequaled va- riety of shade and even ornamental trees, shrubs and vines that thrive in all sections of the state. This is one of the blessings of our benign climate. Rreparation of the Soil.- — ^Thorough preparation of the soil should pre- cede the planting. Where blocks or ' belts are to be formed, the ground should be plowed and prepared as for a garden crop. Clay soils are best plowed the previous fall, in order that the ground may weather over winter. On such soil sub-soiling is beneficial, and should precede the planting by at least one season. Just before planting time the ground should be pulver- ized with a roller or harrow. In regions having a copious rainfall it will frequently be necessary to plant the trees on a raised portion or mound of earth in order to keep the soil dry enough for them to fhrive. The holes should be dug large enough to contain all the roots fully spread out, and deep enough to allow the tree to stand about three inches lower than it grew as a seedling. Time and Manner of Planting. — iSouth of the thirty-seventh parallel fall planting is safe and often advantageous. North of this, spring planting should be the rule, as fall-planted trees can scarcely develop sufficient roots to sustain themselves during the winter. The most successful nurserymen practice early planting for deciduous trees, beginning operations as soon as the ground ceases freezing. Evergreens are not planted until late; some even wait until the young growth is started. If possible, planting should be done on a cool, cloudy day. Unless the day is very moist, the trees should be carried to the planting site in a barrel half filled with water, or a thin mixture of earth and water, and lifted out only as they are wanted. Even a minute's exposure to dry air will injure the delicate roots — the feeders of the tree. The roots should be extended in their natural positions and carefully packed in fine loam soil. It is a good practice to work the soil about each root separately and pack it solid with the foot. As the hole is filled, the earth should be compacted above the roots and around the stem, in order to hold the tree firmly in place. The last two inches of soil should be very fine, and should lie perfectly loose. It will serve as a mulch to retain the moisture. Trees shoud be planted neither in very wet nor in very dry soil. If the soil is wet, it is better to wait until it is drier. If too dry, the holes may be dug a few days beforehand and filled with water. They should be refilled as the water soaks away until the soil is fully moistened. A thor- ough irrigation, when that is possible, is still better. As soon as the soil becomes somewhat dry the trees should be planted. While it is a common custom to water at the time of planting, those who do no watering are usually the most successful. Even in the semi-arid regions some successful 45 Plans Suitable for Planting and Ornamenting Rural School Grounds. Wallace T. Hutchinson, Bureau of Forestry, Washington, D. C, Dec. 20, 1904. Legend: 1, Schoolhouse; 2, Shelterbelt; 3, Shade trees; 4, Shrubs; 5, Flow- er bed; 6, Coal shed; 7, Outbuilding. 46 growers apply no water, but keep up an excellent system of cultivation, thereby retaining the soil moisture. The trees should not stand so near together as to produce long, slender poles; on the contrary, short, thick trunks are desirable, to support large tops and withstand heavy winds. From 8 to 12 feet apart will be suitable spacing distance. — ^W. L. Hall. DRAPER'S "TEN COMMANDMENTS" ON TREE PLANTING. 1. Do not allow roots to be exposed to the sun, drying winds, or frost. 2. Prune, with a sharp clean cut, any broken or injured roots. 3. Have the holes large enough to admit all the roots without cramp- ing. 4. Plant in fine loam, enriched with thoroughly decomposed manure. 5. Do not allow any green unfer'mented manure to come in contaei; with roots. 6. Spread out the roots in their natural position and work fine loam among them, making it firm and compact. 7. Do not plant too deep. Let upper roots be set an inch lower than before. 8. Remove all broken branches, and cut back at least one-half of the previous year's growth of wood. 9. If the season lacks the usual rainfall, water thoroughly twice a week. 10. After-culture: Keep soil in a good degree of fertility. Mulching the trees in autumn with manure is beneficial. THE A, B, C OF LANDSCAPE GARDENING. (a) Keep lawn centers open. (b) Plant in masses. (c) Avoid straight lines. Remove the rickety fences; tear down the dilapidated buildings and sheds; send the tin cans, broken boxes, and cinder piles the way of all useless things; clear the yards; in the place of the aforetime rubbish, grow things. This idea means good taste at home as well as at school; neat lawns, whether the premises be large or small; clean roads, clean streets, clean alleys; the abatement of nuisances; the elevation of farm as well as city life; the cultivation of interest in the moral, intellectual, and physical welfare of the community; and the creation of enthusiasm and love for the beautiful and the good. SCHOOL GARDENS. ''Cultivation of the soil is basal to civilized life. To educate children without it is relapse to barbarism. To have every child, during ten years, own and care for a garden, however small, would do more than anything else to empty our prisons." — C. F. Hodge, Ph. D. "The value of children's gardens as a means for health, happiness, recreation, gentle but effective exercise, and as a preventive of moral and physical tuberculosis, is becoming more and more recognized. The excite- ment of games will often lead children far beyond their endurance; manual labor, when not compulsory, never does. When one is tired from manual 47 48 labor he stops. Few persons realize that a child's backache, flushed face and unnaturally bright eyes are to be considered seriously. The healthy child is never lazy. It may have its likes and dislikes regarding certain kinds of occupations, but it is generally prone to perpetual motion, and often its occupation must be planned in order to keep it from too intense a strain. "A properly conducted children's garden develops every part of the body, straightens the back, broadens the chest, encourages deep breathing, without any verbal suggestion that it is wise and best for the child's health that it should do these things." — Mrs. Henry Parsons, New York City. The value of gardening is recognized as an educational factor every- where in the civilized world except in this Southern section of the United States. For many years Germany has led the world in school gardens. In Austria the law requires every school .to have a gymnasium and a school garden. France has 30,000 such gardens. Sweden has had several school gardens for thirty years, and even Russia, in one province alone, one hun- dred thousand fruit trees have been planted for the schools. Why should the Southern people not wake up from indifference and carelessness concerning these matters and show the other nations that they can be successful school-gardeners, tree planters, and conservers of our nation's natural resources? We have a good climate, a fine variety of soils, a magnificent flora — unrivaled anywhere. Nothing is needed but work. The country child has every advantage over the child in the city, since he lives so near to nature; yet this advantage is made of no practical bene- fit in the rural school. It is by no means an accident that the great men of the world have come from' the country, for nowhere has a boy such ad- vantages in laying the foundations of an education as upon the farm. A FLOWER GARDEN DESPITE POULTRY AND LIVE STOCK. :Mrs. Gunter, of Alabama, has solved the vexatious problem of a flower garden in a yard to which all kinds of live stock have free access. She names : First comes the scarlet-flowered quince, japonica, then spireas, white and pink, lilacs, syringa, deutzia, abelia, the lovely pink, and white crape m.yrtles, altheas, double and single. Any of these except syringa and the spireas may be used to form a hedge. There are the honeysuckles, both red and white, and Carolina jessamine that can withstand even goats. No kind of stock will eat any of the shrubs I name, except spireas, and they endure pruning well. California privet makes a good shade where a small tree is wanted. It is nearly evergreen and tough. A few roses can hold their own in my yard. James Sprunt can't be discouraged. The old pink daily, the blush rose and a beautiful little crimson tea, whose name I do not know. In my garden is a bed three feet wide, and here grow my fine roses, lilies, hyacinths, gladiolas, dahlias, violets and a few annuals. These fur- nish fiowers for the vases. Mothers, teach your little boys to love flowers. 49 Nixed ^hrubs\ Mixed Shrubs PLAYGROUND I Spruce Elm ^pi TOOLAND WOODSHED I Ma pic f! JSCHOOL )^CHOOL CAPDEN Mixed \ShrnbS: iSCHOOL GAUDEW ® ^ Flag Pole LiU MAIN ROAD Jf AW Acre School Ground WITH /School Gardeiv/^ 50 The Library- It has been said that, "We are influenced as much by our books as our friends and should use as much care in their selection." Still another wrote, "By their books ye shall know them." All agree that there should be books. 'No school is so small or so poor that it cannot, in some way, procure a few. These should be from the very best writers, the bindings may be governed by the funds available. The books may be in charge of some one person whose duty it should be to keep a record of each book loaned. Two weeks is the longest time one person is entitled to a book unless he "renews." Frequently one of the most reliable students is elected to care for the books which are given out one day each week, preferably Friday. Aside from keeping the house and grounds clean and orderly there is nothing a school needs more than books of reference. In fact it is impos- sible to teach satisfactorily, some of the required branches without them. A book-case may be made by one of the larger boys or one of the fathers who might be interested. There should be a catalogue of all books owned by the school. A label should be placed on the backs of the books to aid in keeping in order on the shelves and finding a book quickly. A mark of ownership should be placed in each book. A rubber stamp for this purpose may be purchased. Keep the books upright on the shelves and do not crowd them. To prevent the loss of books an inventory should be taken at least twice each term. Public School at Columbus. 51 School Room Decoration Nellie May Schiee, Lincoln, Nebraska. What Millet once wrote of a picture to a friend may well be applied to decoration: "Things should not look as if they were brought together by accident and for the moment; they should have an innate and necessary connection. I want the people I paint to look as if they were .dedicated to their station — as if it would be impossible for them to ever think of being anything but what they are. A work of art should be all of a piece, and people and things should be there for an end. I have the greatest horror of uselessness, however brilliant, and filling up. Such things can have no result but to distract the attention and weaken the whole. Nothing misplaced is beauti- ful." If in the child a sense of artistic appreciation is acquired the possession will be with him always. Through no means can this be better accomiplished than by surrounding him with reproductions of works of art. No scheme for the decoration of the school room should ever be under- taken apart from the education of the child. The pictures hung upon the walls and the color of the walls should be determined after careful con- sideration of the direct effect upon him. The teacher of the present is fortunate as comipared with his prede- cessor. Not only is the range of pictures much greater than it was, but processes have been invented which make it possible for a school to possess satisfactory pictures at a cost far less than a few years ago. No school need be without some pictures of sufficient size and excellence to make them worth hanging upon its walls. For the primary rooms, pictures showing maternal love, pictures of children and their games, animals especially in their relation to man, and pictures of nature should be selected. For the higher grades, portraits of the nation's founders and benefactors, historical scenes, etc., should be used. Among the most important decorations are selections from the chil- dren's work. Wherever possible, provide a low picture rail a foot or two above the wainscot upon which may be hung drawings, paintings and designs made by the children themselves. For background burlap, paper, cardboard or muslin is desirable. Casts may be used with advantage. These can be obtained in con- siderable variety, and are not very expensive. Let the children see all the good pictures you can, but remember that the influence of one good cast or picture, large enough to attract their attention, is worth more than any num'ber of dozens of little things, by the very multiplication of which it is so easy to cheapen and dissipate the interest which we seek to cultivate. The Japanese, from whom we get such a wealth of decoration, use only a few objects in a room, and if, as often happens, they have a large col- lection, they change them frequently. I am telling you nothing new when I say that we are inclined to have too many things. We might begin a work of decoration in our school rooms by putting av/ay what does not help to make the room beautiful. Then, if we are able to add some good picture or cast, it will be much more effective, from the fact that there are fewer things in the room with which it must divide attention. 52 Sanitation "The school room should be a place of beauty, not a place of ugliness; a place of comfort, not a place of discomfort; a place of cleanness, not a place of uncleanness; about it the grass should grow green and the sun shine bright, the flowers bloom and the birds sing, and the trees wave their long arrns, that the children, while listening to the lessons taught by man and book's, may receive also from the ipotent, silent influences of environment, the sweet messages of peace, and love, and culture, and beauty." There is not a schoolhouse that cannot be made to meet these con- ditions; but still we find many of them with neglected grounds, unpainted without, dingy and bare within, with possibly a few gaudy chromos tacked upon the walls, that cry aloud, "Better bare walls than debasing art!" Yet every child is entitled to a clean, airy, well-lighted attractive school room. Aesthetics, ethics, and hygiene demand that the school room be kept clean. The text here should be "Cleanliness is next to Godliness." If the work is divided among groups of pupils, it will be easily and quickly done. A Junior Auxiliary of the School Improvement Association has proven very effective in maintaining "beauty in the school room." Mats and scrapers at the door will greatly reduce the amount of dust and dirt in the school room. A soft rag dampened with kerosene is most effec- tive, in removing dust from the furniture, while a feather duster merely scatters it in the air to settle down again. "No school is doing its best work until it is recognized as the social, literary, and art center of the community." Does your school meet these conditions? — Miss Susie V. Powell, State President S. I. A., Mississippi. A Lamentable Condition, Found too Fi'equently. 53 How to Keep WeU 1. Air. Fresh air and sunshine are necessary to good health. Cold or damp fresh air does no harm if the skin is kept warm. Night air is as good as day air. Breathe only through your nose. Avoid hot, crowded, lusty, dark or damp rooms. Breathe deeply and throw back the shoulders frequently. 2. Food. Live on plain food and eat regularly. Eat slowly, chew thoroughly, and avoid fried food. Drink water freely (not iced). Have your own cup if drinking fountains are not provided at school. 3. Exercise and rest. Regular exercise is essential to good health. Go to bed early and sleep with the windows open. iNever sleep in a damp bed. 4. Clothing. Wear only loose clothes. Wear no more clothing than you need for warmth. (Never sit with wet feet in damp clothing. 5. Cleanliness. Consumiption and other diseases are spread by careless spitting. Spittle on the floors of rooms, halls, stores and cars will certainly be breathed in the form of dust. Keep clean. Wipe and dry the body quickly every day. Keep your finger-nails clean, and wash your hands and face before you eat. Clean your teeth after each meal and before going to bed. Never hold money, pencils, pins, or other things in your mouth. Never lick your fingers while turning the pages of a book or count- ing money. (This simple outline of health rules has been printed on a large placard and placed by authority in every school room in New Jersey, and has been given wide acceptance and publicity in the reports of other State Educa- tional Departments.) 54 The Economy of a Well Ventilated School Room Scientific experiment has shown that when pure air has been breathed through the lungs, its oxygen has decreased by one-fifth and its carbonic acid has increased at least a hundred times. Vapors condensed from the lungs of human beings and injected under the skin of a rabbit cause difiicult breathing, a lowering of the temperature, paralytic weakness, convulsions, and, in some cases, speedy death. Harmful effects just as surely follow the breathing of the same air over and over in the school-room. It causes physical depression. By lower- ing the vitality, it retards mental develo'pment, and makes the pupil an easy prey to coughs, colds and contagious diseases. Thomas S. Ainge, Sanitary Engineer of the Michigan Department of Health, writing on this subject, said: "As a result of an investigation conducted by the State Board of Health of Indiana, relative to the ventilation of school buildings in that state, it was found that in a single term, 80 per cent of the pupils suffered from colds or coughs, and that 90 per cent of these ailments were due to the bad air of the school-room. Commenting upon this condition, it was stated by the Secretary of the Board that as 20 per cent of all deaths from consumption in that state are in the age period of 15 to 25 years, the lungs of the decedents were probably prepared for the consumptive germ by breathing bad air at school. '^In Michigan over 90 per cent of the cases of pneumonia and at least 80 per cent of the cases of consumption, in recent years, were reported to have their beginning in a bad cold or cough, and many of these were probably due to the attempt to regulate the temiperature and improve the conditions of the air in school-rooms by the opening of windows." It is these facts that make the pro'per heating and ventilation of school- rooms a real problem. It is because patrons of country districts have not realized and appreciated these facts that modern heating and ventilation has so long been neglected in rural schools. The discomfort caused by the direct radiation is the most apparent objection to the ordinary stove in the school-room. INo circulation is pro- vided to distribute the warmth evenly. Pupils seated near the stove are over-heated. Those farther away are not warm enough. The floor is cold. The effects of poor ventilation are less apparent but more harmful and far-reaching. If ventilation is secured through open windows, the over- heated and sensitive bodies of the children are exposed to cold drafts of air. Dr. Hurty, of the Indiana Board of Health says: "It is absolutely impossible to properly ventilate a school-room by windows and doors in the winter time." It follows, then, that a heating plant suitable for smaller schools must warm the room' evenly, and ventilate thoroughly. It is also important that it be installed and operated at a reasonable cost. Such a system should have an enclosed or jacketed heater, operating on the indirect principle rather than by direct radiation. It must also provide two special oipenings or ducts — one for the admission of fresh air from outside, and one for the escape of vitiated air from within; and the neces- sary changes of air must take place without drafts or discomfort. 55 mrp " :i" ' "L:"f .:, 'i i:'' :^:,^- .-/.-.''a H CO CO >^ en >^ m 1^ w Eh xamrnmammmm As a type of the best heating systems for small schools, economical and of proven merit, the Waterman-Water'bury System is explained and illus- trated. THE WATiBiRBIURY SYSTEM. Style "B," used in connection with chimneys extending to the floor. THE WATERBURY SYSTEM. These essentials are provided in the Waterbury System, manufactured by the Waterman-Waterbury Company, of Minneapolis, Minn, and Spring- field, 111., and which is illustrated on these pages. The heater in this system is built on furnace lines, straight and cylind- rical, with free circulation all around it, and the maximum radiating surface. Its walls of 10-gauge steel are much heavier than the material used in ordinary stoves. The sections are held together with rods on the outside so the heavy fire pot can always be taken out and easily replaced. This 57 . doubles the life of the furnace — makes it about as near indestructible as a furnace can be made. The boiler riveting, and the perfect fitting of doors and drafts, makes air-tight construction; that means perfect control of the fire and a saving of fuel. The furnace is enclosed within a casing — copper electroplate steel on the outside; the inner lining of corrugated tin, with two thicknesses of absestos between — all riveted firmly together. This casing is heat proof, a pupil can sit close beside it without discomfort. WATBRBURY SPECIAL FURNACE. Showing Boiler Riveted Construction and Removable Fire-pot. The intake brings fresh air into the casing directly from out-of-doors. It has a screened face flush with the outside wall. Patent deflectors within the intake turn the incoming air upward around the furnace where it is thoroughly heated before it can escape at the top. It is one of the advantages of this system that it has three methods of withdrawing foul air from the room. One style of ventilator is adapted to large chimneys built down to the floor. Another is for large chimneys built on a shelf. The third is installed in all schools having a chimney flue too small to carry both smoke and ventilating currents. This is the style of ventilator shown in the cross-sectional views of the Waterbury System. It is known as Style "C" — the ventilating pipe partly enclosed within the casing and extending through the ceiling and roof, this pipe is heated by direct radiation from the furnace. Air is bound to rise inside a heated pipe or flue, so there is a steady current moving from the floor up through this pipe. And just as surely as there is air going out through the ventilator, there must he fresh air coming through the intake to take its place. As the air within the casing is warmed it rises toward the ceiling. Be- ing lighter and more buoyant than the colder air, it follows the path of least resistance and spreads over the entire room. As it is forced downward by more warm air from the casing, it diffuses its heat evenly throughout the room. By the time it has been breathed, its oxygen used, its heat gone, it is following the foul air current back to the plant. Here it is partly taken up through the ventilator and exipelled, and partly taken back into the casing, reheated and recirculated. For every cubic foot of foul air that goes out, a cubic foot of fresh air comes in through the intake. This process continues right along from the time a fire is started. It gives a constant movement of air through the room. The school-room is evenly heated from one end to the other. The air which the children breath is pure and fresh. No pupil is too warm; because the heat is distributed evenly over the room. The side of the pupil that is turned toward the heating plant is no warmer than the side that is turned away; it is an indirect system of heating, and the pupils are warmed, not by direct rays of heat which could strike them only on onei side at a time, but by the flooding of warm air all around them. The floor is warm and the upper part of the room is not too warm; because the cooler layers of air from near the floor are constantly drawn off and the warmer layers from above drawn down to replace them. The room is quickly warmed in the morning, because of the great capacity of the Waterbury casing. All of the air of the ordinary school-room can be pumped through this casing many times in the course of half an hour. There are no cold drafts; the fresh air is brought in through the Waterbury casing and thoroughly heated before it is distributed over the room. No fuel is wasted in the process of ventilation; the air is removed from the lower part of the room after it has given up its heat, and fallen to the floor on account of its increased weight when cooled. A comfortable, evenly heated room, with a complete change of air several times each hour, increases the efficiency of the school. Better work is possible on the part of both teacher and pupil. There is far less danger to health. By reducing the number of colds, coughs, and sickness to the minimum there is an improvement in attendance, in discipline, and in scholarship. The system that is here described can be installed in any school-house at any time. It requires no basement or any alterations. It can be pur- chased with a guarantee to give satisfactory service both in heating and in ventilation. The cost is within reaich of every rural district. WHAT THE WATERBURY SYSTEM OF HEATING AND VENTILATION DOES WHEN INSTALLED IN A SCHOOL ROOM. Flirst — Supplies large volumes of fresh air rich in oxygen, and thoroughly warms and distributes this air over the entire room. iSecond — ^Removes from the room an equal volume of air which has been depleted of its life-sustaining element and has become poisoned by large 59 quantities of carbonic acid gas, and organic impurities. In short, completely renews the air of the room from Ave to eight times per hour. Third — Does away with window ventilation, which is almost as great an evil as impure air, admitting as it does, cold drafts to the school room, causing colds, coughs, and kindred ailments. Fourth — Maintains a uniform temiperature all over the room. Flifth — ^Absolutely eliminates the cold floor problem and "dreaded hot stove." Sixth — Adds 25 per cent to the seating capacity by removing the plant to the corner of the room; changes unsightly heater to a heating plant of pleasing design. Seventh — Reduces amount of district's fuel bill by utilizing the heat that is usually wasted in overheating the upper portion of the room 'and that part immediately surrounding the stove. Eighth — 'Saves the people of the district many times the cost of the plant in doctor bills, to say nothing of the many days' absence on account of illness. Ninth — Adds 25 iper cent to the efficiency of the school because of the better work accomplished under improved conditions. Tenth — The whole apparatus is under the direct supervision of the teachers, who can attend to it without leaving the room. Eleventh — ^Its operation is so simple that any person with ordinary intelligence can secure perfect results. Twelfth — It can be installed in old schools as well as new and at any time of the year. It costs only one-fourth (1/40 as much as a basement fur- nace and will give decidedly better results. Does not require a basement. Section of heat-proof casing used with the Waterbury System. 60 A Sanitary Drinking Fountain The use of a common drinking cup in schools is now prohibited in some states. Boards are required to furnish either individual cups or a drinking fountain. In the near future we may expect to find but few states in which this unnecessary cause of the spread of disease will be tolerated. Progressive bonds and school patrons will not wait for legislative enactment to abolish this grave danger to the health of children. The fact that a bacteriological examination of the margin of any common drinking cup that has been in use for any length of time will show thousands of disease germs — that these germs are readily comiBunicated to persons using the cup — that many cases of consumption, diphtheria and other infectious diseases are contracted in this way — these are sufficient reasons for abol- ishing the evil. A sanitary drinking fountain is now available in practically every school, and is much more satisfactory than individual drinking cups. A number of fountains are manufactured to be used with water under pres- sure. A new sanitary fountain introduced by the Waterman-Waterbury Co., Minneapolis, Minn., is suitable for all school buildings, including those in rural districts. It is shown in the accompanying illustrations. There are many features of the Waterbury Sanitary Drinking Fountain that will commend it to school boards. The principal advantages are: First. It does not require water under pressure. The fountain is com- plete in itself and may be placed on the floor of any school room. Second. The bowl, with the upturned faucet which delivers the jet of water, is adjustable. It m.ay be instantly raised or lowered to any height, to suit the convenience of the child who is drinking. Third. The tank is provided- with a filter, which insures pure water The filter is of Tripoli stone, one of the best devices for perfect filtration. Fourth. This fountain includes a water-cooler. The water is kept at a suitable temperature for drinking purposes without the use of ice. Fifth. The fountain is provided with an automatic measuring device At each operation of the lever a singl-e cupful of water is measured and delivered through the faucet. This avoids unnecessary waste of water. Another automatic feature is the uniform pressure maintained. The force with which water issues from the faucet is always the same, and is not affected by the quantity of watei- in the tank. Water does not bubble over the top of the faucet, but rises in a jet to just the right height to afford the greatest convenience in drinking. The "Waterbury" is perfectly sanitary. The mouth of a person drink- ing does not come in contact with the faucet or bowl. Every drop of water issuing from the faucet, and not consumed, falls into the bowl and is conveyed to the waste tank. In materials and construction this fountain is as hygienic as in its operation. Glazed earthenware is used in the filter tank. The cooling tank is also of earthenware. The bowl is enameled. No metal parts with which water comes in contact are subject to rust or corrosion. The foun- tain is carefully made, and may be kept in perfect order with very little attention. It is well finished, with nickeled trimmings, and presents an attractive appearance in the school room. 61 ^ THE WATBRBURY SANITARY DRUNKING FOUNTAIN. The complete fountain as it appears in the school room. Includes filter jar, with Tripoli stone filter; water cooler j and adjustable bowl. 62 THE WATERBURY SANITARY DRINKING FOUNTAIN. This cut, with, the one on preceding page, illustrates how the bowl is raised or lowered, according to the height of the child who is drinking. 63 LIBRARY OF CONGRESS 020 948 883 8