B 333562 DUPL ...to sir ... ܆ ܀ UNIVERSITY OF MICHIGAN SI QUÆRISPENINSULAMAMONAM CIRCUMSPICE 21837 ARTES SCIENTIA VERITAS LIBRARY OF THE TO FLUAIBU MKUU TUEROR U/ULVIU DEUSIV.DIDAS DIHIIII LB 3221 .B 884 v. 2 William Car Compiled by High School Buildings } }ܐܵ ch BRUCE O MILWAUKEE 9 Milwaukee, Wisconsin The Bruce Publishing Company Copyright 1919 THE BRUCE PUBLISHING COMPANY FOREWORD T HE popularity of “High School Buildings, Volume I,” which is now practically out of print, has encouraged the compiler to present this second collection of illustrations and sketch plans of American secondary schoolhouses. Even in so short a period as six years, since the earlier book appeared, there have been large changes in American secondary education and these have been reflected accurately in the design and construction of buildings. The high school has entirely out- grown its academic limitations and traditions and has broadened its influence and its curriculum. Thus, the industrial arts and household arts are no longer “basement subjects;" the natural sciences are now taught in a way to require diversified laboratories; the physical care of students has been extended to necessitate very complete gymnasia and lunch rooms; and the movement for the “wider use of the school plant by adults has become a fixed fact which school authorities have recognized thru better auditorium and night school facilities. The high school building of the present day is far more inclusive and complicated in the number and type of activities which it serves, and the structures illustrated in the following pages bear out this statement. A departure has been made from the earlier book in the shape of text matter. This consists of articles which appeared originally in the School Board Journal and which aroused considerable attention as statements of fundamental principles in the field of high school architecture. The hearty thanks of the compiler and publishers are hereby expressed to each of the architects and engineers represented in the book, W. C. B. Sch. of Educa Wahr 8-10-25 INDEX TO PAPERS 11993 3 cob. of via Pages Pages High School Planning, Dwight Heald Assembly Halls, James O. Betelle.. 37 Perkins 7 Heating and Ventilation of School Build- The High School Library, Irene Warren 27 ings, D. D. Kimball.. 47 INDEX TO PLATES 1 . . . . Pages Andover, Mass., High School.. ..188-190 Arcadia, Wis., High School 286-287 Bay Ridge High School, New York, N. Y. 110-112 Belvidere, Ill., High School. 244-246 Bennington, Vt., High School.... .278-281 Benson Polytechnic High School, Port- land, Ore. .171-174 Binghamton, N. Y., High School. .175-178 Bloomfield, N. J., High School. .185-188 Boston, Mass., High School of Practical Arts 97- 99 Boys' High School, Louisville, Ky. .160-165 Burley, Ida., High School... 269-271 Butler, Pa., High School... 193-195 Caldwell, Kans., High School. 314-315 Camden, N. J., High School... ..130-133 Central High School, Washington D. C.. 66- 70 Chicago, IlI., Carter Harrison Technical High School 78- 82 Chicago, Ill., Robert Lindblom High School 88- 92 Cleveland High School, Grover, St. Louis, Mo. 83- 87 Columbia, S. C., High School. 153-156 Connellsville, Pa., High School. 254-256 Crookston, Minn., High School. . 288-290 Dayton, Ohio, Stivers High School.. ..272-274 Dedham, Mass., High School.. .316-318 Dunbar High School, Paul L., Washing- ton, D. C.. 71- 77 East Aurora, N. Y., High School 275-277 Elko, Nev., High School.. .304-307 El Paso, Tex., High School.. .230-233 Esplanade Avenue High School, New Orleans, La. 134-135 Fairmont, Minn., High School. .222-224 Franklin High School, Benjamin, Port- land, Ore. 166-170 Greenfield, O., McClain High School...119-123 Harrison Technical High School, Car- ter, Chicago, Ill. 78- 82 High School of Practical Arts, Boston, Mass. 97- 99 Houston, Tex., South End Junior High School .296-297 Hot Springs, Ark., High School.. 179-181 Huntington, W. Va., High School. 124-129 Hutchinson, Kans., Sherman Junior High School .298-300 Iola, Kans., High School .308-310 Ione, Wash., High School.. ..246-247 Jackson, Cal., Union High School.. ..250-251 Kenilworth, Ill., New Trier Township High School 8- 15 Ladysmith, Wis., High School. .237-239 Lake Mills, Wis., High School.. .248-250 Lebanon, Pa., High School.. .147-149 Little Rock, Ark., West Side Junior High School .301-303 Lincoln, Neb., High School. .144-146 Pages Lindblom High School, Robert, Chicago, Ill. . 88- 92 Logansport, Ind., High School.. . 191-193 Louisville, Ky., Boys' High School.. .160-165 Manasquan, N. J., High School. .282-283 McClain High School, Greenfield, Ohio..119-123 Mendota, Ill., High School.. 225-227 Montclair, N. J., High School. . 113-115 Mt. Carmel, Pa., High School.. .256-258 New Castle, Pa., High School.. 156-159 New Orleans, La., Esplanade Avenue High School 134-135 New Trier Township High School, Kenilworth, Ill. 8- 15 New York, N. Y., Bay Ridge High School 110-112 New York, N. Y., Flushing High School 264-268 Norwood, O., High School. .140-143 Parkersburg, W. Va., High School 116-118 Philadelphia, Pa., West Philadelphia District High School 100-104 Pittsburgh, Pa., Schenley High School. 206-211 Plainfield, N. J., High School. .136-139 Pontiac, Mich., High School. 17- 19 Portland, Ore., Benjamin Franklin High School 166-170 Portland, Ore., Benson Polytechnic High School 171-174 Redondo Beach, Cal., High School. .204-205 Riverside-Brookfield High School, Riv- erside, Ill. ..220-221 Rochester, N. Y., Junior High School. .319-320 Rocky Ford, Colo., Intermediate School. 228-229 St. Louis, Mo., Grover Cleveland High School 83- 87 Salt Lake, Utah, High School. 93- 96 San Juan, Porto Rico, High School.. .311-313 Santa Cruz, Cal., High School.. 242-243 Schenley High School, Pittsburgh, Pa.. 206-211 Selma, Ala., High School.... . 196-197 Shamokin, Pa., High School., .150-152 Sharpsburg, Pa., High School. 284-285 Sidney, O., High School 217-219 Springfield, Ill., High School. 105-109 Sturgis, Mich., High School. .252-253 Trenton, N. J., Junior High School....291-295 Union Polytechnic High School, Venice, Cal. 212-216 Van Wert O., High School.. .262-263 Venice, Cal., Union Polytechnic High School . 212-216 Washirigton, D. C., Central High School 66- 70 Washington, D. C., Paul L. Dunbar High School 71- 77 Watsonville, Cal., High School. 259-261 West Orange, N. J., High School.....198-201 West Philadelphia District High School, Philadelphia, Pa. .100-104 West Springfield, Mass., High School. .240-241 Woodland, Cal., High School. 234-236 Ypsilanti, Mich., High School 182-184 . 1 . . . 0 ARCHITECTS . . . . Pages Adams, Clyde S., Mt. Carmel High School ..256-258 Allison & Allison, Redondo Beach High School 204-205 Ashford, Snowden, Paul L. Dunbar High School 71- 77 Bass, Herbert L., Logansport High School 191-193 Bausmith & Drainie, Norwood High School .140-143 Berlinghof & Davis, Lincoln High School 144-146 Christy, E. A., Esplanade Avenue High School 134-135 Cook, Clinton B., Manasquan High School 282-283 Cook, J. Horace, West Philadelphia Dis- trict High School. .100-104 Cooper, Frank Irving, Bennington High School .278-281 Davis, Paul A., Camden High School. ..130-133 Dillon, McLellan & Beacel, West Orange High School. 198-201 Donovan, J. J., Elko High School ..304-307 Eckles, W. G., Butler High School. .193-195 Eckles, W. G., G., Connellsville High School .254-256 Eckles, W. G., New Castle High School. 156-159 Eldredge & Chesebro, Salt Lake High School 93- 96 Finlayson, A. C., San Juan, Porto Rico, High School .311-313 Fisher, Ripley & Le Boutillier, An- over High School .188-190 Gordon & Madden, Rochester, N. Y., Junior High School 319-320 Harding, Malcom B., West Springfield, Mass., High School. .240-241 Harris & Merritt, East Aurora, N. Y., High School 275-277 Henry, J. Earl, Louisville Boys' High School 160-165 Hoyt, Clarence P., Amherst High School ..202-203 Hussander, Arthur F., Carter Harrison Technical High School 78- 82 Hussander, Arthur F., Robert Lindblom High School 88- 92 Ittner, Wm. B., Central High School... 66-70 Ittner, Wm. B., Grover Cleveland High School 83- 87 Ittner, Wm. B., McClain High School. .119-123 Ittner, Wm. B., Springfield, Ill., High School ..105-109 Jones, C. Granville, Bloomfield High School 185-188 Keck, Bert D., Crookston High School. .288-290 Keith & Whitehouse, Ione High School.246-247 Kilham & Hopkins, Dedham High School 316-318 Law, James R., Lake Mills High School. 248-250 Layton & Smith, South End Junior High School 296-297 Lee, W. H., Shamokin High School....150-152 Llewellyn, J. C., Riverside-Brookfield High School 220-221 Mann & Gerow, Sherman Junior High School ..298-300 Pages Miller, Fullenwider & Dowling, Belvi- dere High School ..244-246 Miller, Fullenwider & Dowling, Fair- mont High School ..222-224 Miller, Fullenwider & Dowling, Mendota High School ..225-227 Mountstephen, E. J., Stivers High School 272-274 Mountjoy, French & Frewen, Rocky Ford Intermediate School ..228-229 Naramore, F. A., Benjamin Franklin High School .166-170 Naramore, F. A. Benson Polytechnic High School 171-174 Packard, Frank L., Van Wert High School .. 262-263 Packard, Frank L., Parkersburg High School . 116-118 Packard, Frank L., Sidney High School.217-219 Parker Co., Walter, Jackson Union High School ...250-251 Parkinson & Dockendorff, Arcadia High School 286-287 Parkinson & Dockendorff, Ladysmith High School . 237-239 Perkins, Fellows & Hamilton, New Trier Township High School. 8- 15 Perkins, Fellows & Hamilton, Pontiac High School 17- 19 Poland, W. A., Trenton Junior High School 291-295 Richter, A. A., Lebanon High School.. 147-149 Ritter, Verus T., Huntington High School . 124-129 Robinson & Campau, Sturgis. High School ..252-253 Robinson & Campau, Ypsilanti High School ..182-184 Russell Co., C. H., Venice Union Poly- technic High School... ..212-216 Sanders, M. B. & Theo., West Side Junior High School, Little Rock.. ..301-303 Sanguinet & Staats, Hot Springs High School ..179-181 Schweinfurth, J. A., High School of Practical Arts 97- 99 Snyder, C. B. J., Bay Ridge High School 110-112 Snyder, C. B. J., Flushing High School. 264-268 Starrett & Van Vleck, Montclair High School . 113-115 Stotz, Edward, Schenley High School.. 206-211 Thayer, C. C. & A. L., Sharpsburg High School ..284-285 Trost & Trost, El Paso High School....230-233 Urquhart & Johnson, Columbia High School ..153-156 Voight, S. S., Caldwell High School....314-315 Vosbury, C. E., Binghamton High School .175-178 Warren, W. T., Selma High School. ..196-197 Weeks, W. H., Santa Cruz High School. 242-243 Weeks, W. H., Watsonville High Schocl 259-261 Weeks, W. H. Woodland High School. .234-236 Wilder & White, Plainfield High Schocl.136-139 Williamson & Co., Thomas W., Topeka High School ..308-310 Wilson, C. L., Burley High School.....269-271 . . . . HIGH SCHOOL PLANNING DWIGHT HEALD PERKINS Illustrated by four examples from the work of Perkins, Fellows & Hamilton, Architects, Chicago It is a curious fact that a term so generally case; some boards and principals demand a seat used as "High School” does not convey an idea in a study hall for every pupil in the school; of a secondary school having more or less stand others, for half the number of pupils; and still ardized elements. The fact is, however, that no others are introducing the directed study plan common interpretation of the term “high by which study space and recitation space are school” exists. This is because of the recent and combined in classroom units, leaving separate rapid development of the high school idea, and undirected study rooms for senior and junior of the various conditions under which high years only. To all of these controlling ele- schools are planned and built, as well as the ments, must be added consideration of school changing and far-from-uniform ideas governing population, which is rarely if ever stationary. their conduct. The fact that population increases and that ad- Inasmuch as there is no unanimity, we will ditions must be made in the future; that limita- assume a definition of a high school, which tions of a financial character always exist, az whether it conforms to the convictions of the well as the character and size of the high school reader or not, will at least serve to explain the site must likewise be considered. The condi- buildings used for illustrations in this article. tions of site obviously control the general shape The fact that scarcely any two high school of the building and it is generally agreed now principals would agree at first on the definition that a high school for a thousand pupils should of a high school and a statement of its require- contain at least ten acres, and that fifteen acres ments, and that very few principals have the is better. same methods of estimating the capacity of a Definition of a High School. high school, makes the problem of the school From our observation and from conference architect both baffling and interesting. He must with many school people, we deduce the follow- not only meet the desires and requirements of ing, as a working definition of a high school to the board of education for whom he works, but accommodate a thousand or twelve hundred he must understand the principles of the organ- pupils : ization and conduct of a high school so that he Classrooms. In the academic department may plan his building in accordance with gen- there shall be sufficient classrooms for mathe- eral requirements. It is necessary that he build matics, languages and history; in the scientific so that succeeding administrations may use his department, there shall be laboratories, lecture building in later years with the minimum of rooms, and store rooms, for physiography, phys- change or no change other than enlargement. ics, chemistry, botany, zoology, and perhaps hor- The rapid development of the junior high ticulture or agriculture. school idea, including vocational work in the Manual Training. There shall be in the voca- seventh and eighth grades, or the "six-and-six" tional department, shops for wood bench work, plan as opposed to the former "eight-and-four” wood turning, wood patternmaking, for foundry, plan, presents still another changing element, for forge, for machine shop, and possibly for which must be met in the arrangement of mod- electrical construction. There shall also be a crn high schools. Likewise the increasing use printing shop. of auditoriums, gymnasiums, shops, and other For the girls, rooms for cooking, for laundry portions of the school plant by the public, is work, for sewing, and for practice in the care something that must be provided for. and maintenance of the home. Not a long time ago a high school might be Drawing. In the drawing and art depart- considered complete without study halls, pro- ment, there shall be rooms and equipment for vided there was a seat in a classroom for each mechanical drawing, for free-hand drawing, for pupil, and also provided that there was some applied design; for art work in metals and clay. kind of an assembly hall. Today this is not the There shall also be studios and laboratories for 8 HIGH SCHOOL BUILDINGS Mm . isang یبیب Itse Н H Persson 172 TI NUTIT AIN'Tinian urt EB22 -BETU 31 Ela •NEW TRIER · TOWNSHIP · HIGHSCHOOL: KENILWORTH - ILLINOIS. • PERKINS FELLOWS & HAMILTON ARCHITECTS NEW TRIER TOWNSHIP HIGH SCHOOL, KENILWORTH, ILL. 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Loom 0 21443 PRIVATE LADOLAYOLY :11: SCIENCE LECTURE Roth TORN Room 21127 CONSELYATOLY CONSELYATORY 11 121 . 11 x 20 MAHTANTE 110 26 HIGH SCHOOL BUILDINGS KWA LIBRARY, SCHENLEY HIGH SCHOOL, PITTSBURGH, PA. THE HIGH-SCHOOL LIBRARY THE DEPARTMENT AND ITS EQUIPMENT Irene Warren, Chicago, Ill. Until very recent years, any collection of the books. The brevity of this paper permits books set up on shelves was referred to as a only the statement of the fact that the school- library. The mere spacing of walls so as to men as yet have not given the school libraries contain the shelving was deemed sufficient arch- much consideration without going into the rea- itectural planning, and the only prerequisite for sons for the situation. But an attempt will be librarianship was a fair degree of intelligence. made to show that the excellent educational The public libraries of America testify to the methods advocated for our high schools today, great changes wrought since the year 1876 when cannot be carried out successfully without the a small group of men and women met at the help of a well organized and efficiently adminis- Centennial in Philadelphia to discuss how the tered library adapted to the particular needs of public library could be made a more effective the high schools. The points made here, taken educational agency in the community. In con- partly from the practices of different high tradistinction to the old methods, the buildings schools scattered across this continent and partly are now planned to facilitate the many kinds of from the tendencies in education today that service public libraries render, the collections of should affect our problem, it is hoped, will stim- books are thoughtfully chosen and are scien- ulate educators to start constructive measures tifically arranged to meet the public's needs, and along this line and will convince architects that the staff of highly trained librarians further plans for school libraries should be made before serves the public by keeping in touch with thc the buildings are erected. scientific, artistic, commercial, and social activ- Theoretically, many educators believe that the ities of the community. school library should be in active relations with A small number of high-school principals, all the pupils and all the departments of the within the last few years, have begun to see the school. There is no subject in the high-school inadequacy of scattered collections of books (for curriculum but has its body of literature. A high schools have always owned books) and have subject without an intellectual content has no been bringing them out of attic and basement place on the curriculum. Some departments to rooms, ends of corridors, offices, and classrooms, be sure, are much more dependent upon litera- and have tried to organize them into central col- ture than others. Practically then, our problem lections with some one person in charge. The is to advise a plan whereby the literature of results have not been satisfactory in most cases every subject in the curriculum is readily avail- because often the person placed in charge has able to every pupil and every teacher. been without special library training and the It would seem logical to expect that the first collections have been unskillfully chosen. An- two points to be considered in locating the other and perhaps less obvious reason for failure library in the high-school building are (1) that is the fact that the schools have copied their the library should occupy a central location in library equipment and methods of administra- the building and (2) that such departments as tion from the nearest model, usually a publi, English, history, civics, and others that use it library or perchance a college library, without a most frequently should be grouped about it. realization of of the fundamental differences This is not however in accordance with the underlying the purposes of these different types usual practice. of libraries. This has been a great handicap to Further details of the location depend upon success. The small, good-looking reading rooms the purpose determined that the library shall that they fitted up did not and could not func- Some educators believe that the high- tion. None of the schoolmen have been willing school library should serve only high-school to give adequate space or sufficient funds for pupils and teachers, and that the various private books and librarians and to work out a plan and public libraries should take care of the rest whereby pupils could actually get the use out of of the book needs of the community. There is serve. 28 HIGH SCHOOL BUILDINGS another group of educators, and this includes needed, and the kind of administration required. a number of prominent librarians, who think Whatever use is made of the school and the that the school library should be a branch of the school library for community purposes, it should public library and serve not only the school, but be clear that the school library must always be the community at large. Advocates of the wider equipped and run so that it will serve first of all use of the school plant will doubtless see much the pupils as pupils, and the community fea- in favor of this plan. This does not preclude tures must be kept sufficiently separate and dis- intensive work with each department of the tinct so as not to interfere with this primary school, but it generally means that the library use. must be placed where it can be operated after In considering the size and the place of the school hours without lighting or heating the school library it should be remembered that the whole school and where the general public can library is more closely related to the study and be most conveniently served. Rooms on the first study periods of the pupils than to any other floor, with one outside entrance and one leading phase of the school work. The teachers using into the school corridor are best adapted to this the textbook as a guide only, require pupils to plan. That library will obtain the most desir- read many other references and examine pic- able results, that makes its activities follow most tures, slides, museum specimens, and other so- closely the policy of the school, whether this in- called “visualizing material.” This material cludes night school, junior high school, junior should be placed in the library because it will college, or the community at large. The policy receive much wider use there, and also because of the school should determine not only the many departments have collected much more place of the library in the building, but also tho material than their teachers, untrained in the seating capacity necessary, the size and charac- scientific arrangement of materials, can readily ter of the collection of books, other material manage in the department classrooms. A prop- LIBRARY, TRENTON JUNIOR HIGH SCHOOL, TRENTON, N. J. HIGH SCHOOL BUILDINGS 29 S. JUIN LIBRARY, GROVER CLEVELAND HIGH SCHOOL, ST. LOUIS, MO. erly organized and equipped library, with refer- 4. Physical equipment necessary. ence materials at hand affords the best study- One librarian cannot look after more than room for pupils. 125 pupils to advantage at one time. In a room A little thought convinces us of the absurdity where there are more pupils than this, the ac- of study in barren assembly halls and class- cumulated noise incidental to the business of rooms, apart from the material we require pupils the place interferes with quiet study and the to use. That also entails excusing pupils for librarian who must maintain order in an over- trips to the library in search of references that crowded room, has no time for real work as should be at hand. If the library and study study assistant. These facts should limit the room cannot be combined in one, place the size of the reading room. If more space for library adjoining the study room so that pupils reading room purposes is needed, as it should may pass freely from one to the other. be in the larger high schools, plan reading rooms The library should be regarded as a depart- adjoining each other, with glass partitions and ment in the school on the same basis as the other doors leading from one to the other so that the departments. One room seating 25 pupils in a collections of one room may be readily accessible high school of eighteen hundred or two thousand to the others. In our largest high schools four pupils is wholly inadequate. It requires a suite such rooms would probably be necessary-two of rooms—a reading room, a classroom, and a for the large freshman class, one for the sopho- work room. Determine the space allotted to the mores, and one for the juniors and seniors. The library department by the combination of library and study-rooms might 1. Number of pupils in the school. not, however, require a larger building, but only 2. Number of pupils studying at any given an adjustment of space and study periods. If period. principals think facilities for instituting this 3. Type of service the library is to give. plan thruout the four-year course are not favor- 30 HIGH SCHOOL BUILDINGS able, they are advised to make the beginning in nant air and high temperature increase this the freshman year in the hope that the improved trouble. A library is with difficulty kept free methods of study will keep the children in school from dust and dirt, and it is impossible to keep at least during the first year and perhaps give the air fresh when it is constantly filled with them the impetus and methods that will make people, unless special attention is given to the them continue to the end of the course. ventilating system. Outdoor reading rooms may be added to ad- Confusion and congestion otherwise necessary vantage in such climates as will permit their in the reading-room may be relieved by provid- use for any large proportion of the year. Even ing the librarian with a work-room where books if this is but an outdoor balcony or a small may be unpacked, sorted, mended, and prepared closed court, it will add charm and comfort. for the shelves and where books not in commis- For the anaemic and nervous children, it will sion for one reason or another may be stored. be a help in restoring health. A considerable number of supplies must always The details of equipping a high-school library be kept on hand. All this requires cupboards will be discussed in a later paper, but in deter- tables, writing desks and plenty of shelving. mining the size of the reading room it may be Every high school librarian must spend much of well to call to mind the larger pieces of furni- her time during school hours at the charging ture such as desk and leave the other work for odd moments. Reading tables or desk. If the work-room adjoins the reading room and the charging desk is set into the glass partition Chairs or seats. Loan desk. separating the two rooms, it will save the libra- Shelving rian's time and energy. Place the charging desk Catalog case. where she may command a view of the entrance Magazine rack. and at the same time supervise the reading Bulletin boards. room. A window closing down on the charging desk will shut out the noises of the work room, Case for over-size books. the use of the typewriter and unpacking books, Display rack for new books. noises very disturbing to readers. Window Cabinet for picture collection. Cabinet for lantern slides. shades or hanging curtains may be so placed on the glass partitions so as to hide unsightly parts Map cases. of the work-room from time to time. Running Museum cases. water in the work room is a necessity because Phonograph and cabinet for records. the librarian needs it often in mending books, Lighting is an extremely important problem mounting various kinds of material, and also in the reading room. The windows should be so because the dirt in the books makes it necessary arranged that the light will fall over the read- for her to wash her hands very frequently. er's left shoulder and that the glare of the sun Equip the classroom not only for training stu- will not fall on the open books. Some librarians dents to use books and libraries (and every high prefer large windows placed high in the walls, school needs a course of instruction in this line shutting out street attractions and giving more as much as it does in history, domestic science wall space for shelving. If the windows are or any other subject) but equip it so that the placed low in the walls, awnings or hoods to the teacher in any subject who wishes to use a large windows, vine-covered pergolas and lattices may amount of material may take a class there for a help to soften the light, shut out distracting lesson. It should therefore be large enough to sights, and add to the attractiveness and com- seat any class in the school, be supplied with fort of the room. Even if the room is used only tables and cases adapted to the exhibition and for daytime purposes, artificial light should be examination of material, should have a screen provided, both gas and electric if possible. A for the lantern and a phonograph for the use of dark day or a dark hour is very upsetting to a language and music records. Provide some room full of young people. If the room is to be museum cases for special material. Carefully used in the evening a good indirect lighting sys- prepared exhibits should be made up from time tem should be installed. to time to illustrate the classroom work and Every librarian knows well that Morpheus is these should be kept in this room. To avoid specially apt to tempt people when they sit down noise and confusion have three entrances for for meditation or study in a quiet room. Stag- the classroom, joining it with the reading room HIGH SCHOOL BUILDINGS 31 LIBRARY, HIGH SCHOOL, YPSILANTI, MICH. and the librarian's work room. Use the third give the library such care as they could when door leading into the corridor only in receiving not engaged in the regular duties for which they and dismissing classes. were employed and the practice continues in Many poorly equipped libraries have suc- many high schools today. The librarians who ceeded in doing some excellent work in spite of have gone into high schools have worked against their poor equipment. Had they had the advan- odds because there is no equipment on the mar- tages of proper location in the building, ade- ket specially adapted to their needs and the quate space and equipment, and been operated pressure of daily demands in the school has under scientific management, in place of the forced them to accept whatever equipment the “do-anything-you-can-method," many of their school chanced to have or would provide without efforts might have produced permanent instead delay, or whatever they themselves could find of temporary results and laid the basis for ex- that would serve. Satisfactory results cannot pansion and intensified development. “The be hoped for until a detailed study has been waste in work not done, or done with the wrong made of the particular needs of the high school method, is a serious economic waste.” library and an equipment planned to meet these Not so many years ago each teacher was ex. needs in much the same manner that special pected to do everything except janitor service- equipment has been worked out for science and some even did that. Now we have special laboratories and for the courses in domestic ization in teaching, and with it has come the science, art, manual training, and bookkeeping. assignment of school libraries to trained librar- This brief paper can state only a few of the ians who stand ready to co-operate with both important questions involved in equipping a student and teaching forces. Before this it was high school library, give some of the best plans customary to have teachers or principals clerks and devices in practice at the present time and 32 HIGH SCHOOL BUILDINGS study purposes) or in chairs provided with writ- ing arms. The desired atmosphere of a library is more easily maintained if library tables are used. These should not seat more than eight or ten pupils. If they are larger the librarian has difficulty in getting around them quickly as she often needs to do. The best narrow sloping tables on the market seat but two pupils. It would be better if they were long enough to seat three or four and thus save aisle space. These narrow tables permit all pupils to have the light- ing from the best direction and give a room Paneled Front of Wing-type Charging Desk. suggest some of the problems that most need our attention. If we can stardardize the work of our high school libraries even a very little more in some lines, we can secure at a fair price from the supply houses many needed articles which when manufactured for the individual in- stitution are prohibitive both in cost and time spent in designing and constructing. We have two prime factors to consider in establishing a high-school library—the pupils and the books. The books have but one purpose in the school and that is to serve the needs of the pupils. Therefore one of the first questions we must settle is that of the seating arrange- ments for the pupils in relation to ease in using books. There are four methods in practice at the present time.) 1. Seating at standard library tables. 2. Seating at one side of slightly sloping narrow tables. 3. Seating at regular school desks. 4. Seating in assembly chairs (usually when books are kept in an assembly room used for III ISIS IS 7 A Magazine Rack with drawers for storing pamphlets and pictures. which is much more easily supervised because all pupils necessarily face in the same direction and have no temptation to communicate with those opposite. Assembly chairs are not adapted to study or reading purposes as is readily seen without explanation. The armchair does not furnish enough space for the pupil who, most of the time must spread out his work, draw maps, charts, or illustrations, or compare several books. It is, however, a good plan to have a few arm chairs in any library to take care of the irreg- ular pupils, to provide additional seating in rush times and to allow restless pupils to shift Unit Wood Shelving built in sections 3 ft. wide, 4 ft. 6 in. and 6 ft. 10 in. heights, single or double faced, with shelves 8, 10, or 12 in. deep. HIGH SCHOOL BUILDINGS 33 Charging Desk fitted with sunken charging trays, covered by roller curtain, cash drawer, registration trays, book shelv- ing, drawers and cupboards for miscellaneous uses. their positions. Even if pupils are provided with plenty of locker space they must often carry considerable material about with them when they study. It would be advantageous if chairs or tables could be designed which pro- vided racks where pupils might deposit books and papers when not in actual use. It is without doubt possible that if an educa- tional psychologist would turn his attention to the conditions under which students study and read to the best advantage, his conclusions would supply the basis for designs for more suit- able furniture than we now have and for a more satisfactory arrangement of our reading and study rooms. Until such a time as this investi- gation is made, librarians must content them- selves with the experience gained by as careful observation as they may be able to give when not pushed too hard by daily routine. Shelving may be arranged in one of two ways, around the walls or in stacks. The wall shely- ing makes a more attractive room and one easily supervised. If the shelves are grouped in stackg they should be placed at one end of the reading room near the librarian's desk so that she may quickly get the books wanted. The alcove ar- rangement of shelving is not adapted to a high school, because the wide secluded spaces between the rows of shelves tempt forbidden action and conversation. Wooden shelves are preferable to steel in a small room. There is an excellent wood shelving on the market that may be bought in sections. Shelving should never be higher than the aver- age pupils can easily reach—probably seven tiers in all. The length of shelves between uprights should not be more than three feet or the shely- ing will sag. The shelves should be plain in design and adjustable. There are a number of pegs and devices for sale to be used in construct- ing adjustable shelves. Shelving made in units has the advantage also of being moved from place to place more easily than that which is permanently built in. It is, of course, possible for an architect to construct shelving according to the measurements here given but it is rarely as well constructed as that which may be pur- chased from the best supply houses. As was suggested in the previous paper, the charging desk should be placed near the en- trance so that the librarian may readily see who comes in and goes out. Pupils who wish merely to borrow or return books or ask for information at the charging desk may then do so with the least possible disturbance to the readers. There are stock charging desks on the market but usually the high school librarian prefers to de- sign one specially adapted to her individual needs. If this desk is set, as has been advised, in a glass partition separating the reading room from the librarian's work-room, it is in the most convenient location. The counter portion of the charging desk should be about two feet in width and eight feet in length. When the rush hours come, several people may then assist in charging and discharging the books, and have sufficient room so that material will not be falling on the floor. Avoid sharp corners on the counter. Under the counter, there should be drawers for 14 INTEINEK E HOSEN VISS Magazine and Newspaper Racks composed of two 3 ft. units with storage cupboard, sloping shelves, news- paper racks and files. 34 HIGH SCHOOL BUILDINGS Low, extra-deep shelving provided with rollers is the best for the very large atlases and art books so that they may lie flat. Sometimes the bottom shelf of the regular shelving is made 1 I I. 11:11 A combination of typical sections for card indexes, pamphlet cases, slide cabinets, picture boxes and sliding shelves for large books. the supplies needed for the charging of books and shelves on which to place the books re- A Vertical File Section for storing pictures, etc. turned. A slightly raised platform for the librarian gives her a better chance to supervise extra wide and high or one whole section is built the room. for over-size books. All devices for noise prevention are desirable. Shelving, specially designed for exhibiting A cork carpet, while somewhat expensive, wears books, should be placed at the front of the room well and is the only satisfactory floor covering for new books and special exhibits, in order to as far as preventing noise is concerned. Swing attract the attention of all who enter the room the doors one way and furnish them with springs and also to keep noise and disorder near the that will close the doors quickly and noiselessly. door. Every modern high school subscribes to cur- Place all lists of books which the teachers rent magazines. A stock magazine rack is illus- assign the pupils to read in the library where trated here, and one provides drawers for the the pupils may easily refer to them when they back numbers until such a time as the maga- wish to read the books. Bulletin boards for this zines are bound. A similar rack may be used purpose should be erected and the space allotted for railroad folders, advertising material and to each department should be in constant use. other ephemeral pamphlets used by the classes. The best bulletin boards are made of cork, and TABLES 3'6" x 8.0" D TABLES 3-6"x 10-0" D CASE. ID D C DELIVERY DLSK D Work ROOM LIBRARIAN CARD NEWSPAPERS MAGAZINES CATALOG I BULLETIN Plan of Furniture for High School Library, Spokane, Wash. HIGH SCHOOL BUILDINGS 35 framed with a narrow moulding corresponding ferred to so that pupils may study the specimens to the woodwork in the room. If covered with when they are reading about the material in the celluloid or glass the papers may be kept cleaner books. Distribute other museum cases about and in better order. A small blackboard built in the corridors. Drawers and cupboards should be provided in the store room for specimens not on exhibition. Tint the unoccupied wall space which may be seen above the book shelves and bulletin boards some restful soft brown or grey color. It will serve as a good background for pictures, stat- uary and flowers. The art classes can help in making the library attractive not only by pro- viding mural decorations but also by designing and lettering bulletin boards, special notices and like small things. Plans for high school libraries and their equipment may be secured from the following sources: Chairman of the High School Committee of the Library Section of the National Education Association. Librarian of the U. S. Bureau of Education, Washington, D. C. Secretary of the American Library Associa- tion, 78 East Washington St., Chicago. The secretaries of the State Library Commis- sions (located at the capital of the state) can A good type of Newspaper and Magazine Rack. the wall is a great convenience when it is neces- sary to give notices to all pupils in the room in a short time. The card catalog case should be purchased from some reliable supply house, for if the cards do not fit rightly in the drawers, their edges soon wear rough, the cards are torn, and the catalog must be rewritten. Other pieces of furniture may be built by the local carpenter or the man- ual training department, but the catalog case demands too careful measurements to make it worth while to construct it outside of a factory built for that purpose. It is as important to have the pictures and lantern slides kept in a central organized collec- tion as it is to have the books and for the same reasons. A vertical filing cabinet, similar to that used for filing correspondence is the neat- est and most convenient way of keeping the pic- tures and a cabinet resembling a card catalog case is the best one for the lantern slides. Have one or more museum cases in the library where special teachers may place materials re- A good type of Rack for New Books. Top panel is used for Bulletins and Book Lists. 36 HIGH SCHOOL BUILDINGS and the Proceedings of the National Education Association. always give information about where help in this line can be given for a particular state. Many valuable suggestions may be gained by consulting the recent numbers of the Library Journal, Public Libraries, the English Journal, Note. For the use of photographs and plates illustrating this article we are indebted to the Library Bureau, Boston, and the Globe-Wernicke Co., Cincinnati. LIBRARY OF THE MCCLAIN HIGH SCHOOL, GREENFIELD, O. Wm. B. Ittner, Architect, St. Louis, Mo. ASSEMBLY HALLS JAMES O. BETELLE Illustrations taken from the work of E. F. Guilbert and Guilbert & Betelle, Architects HE DES AUDITORIUM, NEWARK STATE NORMAL SCHOOL, NEWARK, N. J. Rear View Showing Gallery. Size 54x75 Feet. Capacity 757. It is generally agreed that the assembly hall has become a necessary part of the modern school building. We shall accordingly not argue for its existence, but rather discuss its better- ment in general appearance, seating accommo- dations, stage arrangements, lighting, acoustics, and other important elements. At the same time we shall avoid recommending any extrav- agances or unnecessary costs. School assembly halls must fulfill require- ments that were not thought of a few years ago. When provided with a good stage, assem- bly halls not only are used for ordinary school exercises, but afford the pupils the opportunity of presenting plays and permit the public to en- joy evening lectures, etc. In the much discussed wider use of the schoolhouse these rooms are most commonly employed and are frequently opened to civic and social organizations. It has been conspicuous not only to prin- cipals and teachers, but to the parents that the modern assembly room of the well-designed and well-furnished school building is noticeably agreeable to the pupils, and is often the sub- ject of comparisons with the older buildings they are familiar with. When a little effort is spent on the appearance of the assembly halls these rooms have been especially complimented by the pupils and the public. One of the greatest differences between the old and the new school assembly halls is their position with relation to the general structure. 38 HIGH SCHOOL BUILDINGS In years past it was usual to build the assembly room in the upper story or roof where appar- ently it could be placed with the least cost. Not infrequently the room was provided with very poor exit accommodations. The modern auditorium is always near the ground; sometimes it is as low as the basement floor; it is never above the second floor, but in more than seventy per cent of the newest build- tirely surrounded by corridors and classrooms. The auditorium is here lighted from above or from large courts on either side. It is important that auditorium seating be ar- ranged so that every seat has an unobstructed view of the stage. This necessitates the careful working out of sight lines to determine the slope of the floor, the height of the gallery (if any), and its slope. AUDITORIUM, SOUTH SIDE HIGH SCHOOL, NEWARK, N. J. Size 62 feet by 75 feet. Seating capacity including gallery 1275 ings it is placed on the first floor. Great atten- tion is given to exits, and the advantage of their being at grade level is obvious. The best service of an auditorium to the school can be secured by placing it in the central por- tion of the building rather than at one of the extremities. In size, it should accommodate the entire student capacity of a high school; in grammar schools it will meet all requirements if it cares for fifty per cent of the pupils at one time. Large buildings which take the form of a hollow square are frequently arranged with the auditorium in the heart of the structure, en- The seating capacity of an auditorium may be determined very closely by taking the area of the room in square feet, including the gallery if there is one, but excluding the stage and divid- ing by 612—the number of square feet allowed for each person. The result will be very nearly the exact seating capacity of the room including space for the aisles. The seats should be spaced at least 30 inches, back to back, and 32 inches is more comfortable. The width of the seats from arm to arm should be not less than nine- teen inches; seats twenty inches wide are more desirable if the space can be afforded. HIGH SCHOOL BUILDINGS 39 The width and spacing of the aisles are gov- erned in the larger cities by the local building ordinances; they are the same that apply to theaters. The best practice seems to require that the aisle with seats on both sides be at least 3 ft. 0 in. wide at its narrowest part, and that it increase in width toward the rear of the room at the rate of 112 inches for every five speaker and to hold their heads at an unpleasant angle to see his face. This defect is conspicu- ously apparent in platforms of many old school auditoriums in which the stage is nearly four feet high. A height of 2 ft. 6 in. is quite suffi- cient if the auditorium floor is properly designed. It is, of course, desirable to provide a large stage whenever practicable as there are occa- 다​. AUDITORIUM, GARFIELD SCHOOL, NEWARK, N. J. feet of length. The various building laws seem sions, particularly at graduation, when a large uniform in the requirement that no seat should number of persons should be on the stage in full have more than seven intervening seats between view of the audience. However, stages sufficient it and the nearest aisle. This practice does not to meet these requirements if forced upon the permit of more than fifteen continuous seats in plan, sometimes involve great expense or the a row when there is an aisle on both sides, or sacrifice of other desirable features of the plan, more than eight seats in a row when there is and many educators argue that a small stage an aisle only on one side. which meets the needs of the 99 occasions out of When the seat aisles have been well arranged, the possible one hundred, is quite acceptable. it is not necessary to raise the stage high above For commencement or a similar exceptional oc- the audience floor in order to place the entire casion, the graduates may occupy the foremost stage in good view. A comparatively low stage rows on the main floor. overcomes the awkwardness of necessitating the From point of appearance, the reasonably front rows to look directly at the feet of the small stage is more desirable than very large 40 HIGH SCHOOL BUILDINGS one. An anteroom on either side should be con- nected with both the stage and the corridor. Sometimes the plan so provides that but one anteroom may have corridor connection. Such an arrangement is most awkward, particularly when it forces a speaker to walk down the aisle of the room filled with people, to disappear into the anteroom and to reappear from there on the prohibitive when the few advantages gained are considered. A stage curtain, however, is usually installed and should be given very serious consideration from a decorative standpoint, as it is one of the principal decorative features of the room and is in full view of the audience when closed. On account of the wide opening of the proscenium AUDITORIUM, CLEVELAND SCHOOL, NEWARK, N. J. Size 60 feet by 77 feet. Seating capacity including gallery 830. stage. Such an arrangement is also very un- satisfactory when the pupils produce a play. Except in the very largest and most elaborate buildings, very few school stages are built with a view of using drops, flies, wings or elaborate scenery. As soon as elaborate scenery is used, structural complications and expense begin to multiply as the building then comes into the theater class. On account of the increased dan- gers, theater buildings are required to have elab- orate precautions against fire and smoke. These include such arrangements as a skylight over the stage, a water tank on the roof, a sprinkler system, etc. The cost in such cases becomes arch, most curtains are divided in the center and each half is drawn to one side. To attempt to operate the curtain up and down on a wood or metal roller is practically an impossibility, when the length, thickness and weight of the roller, which would have to be raised, is considered. The best material to use for the curtain is velour, of a brown, old gold, or blue color. To relieve the large expanse of plain material, the curtain should be decorated with bands and borders of silver or gilt galloons, worked out in ornamental design. To make the curtain hang better and to weight it at the bottom, a border of heavy fringe and tassels is often used. HIGH SCHOOL BUILDINGS 41 The curtain is opened and closed from the dressing rooms at the sides, and moves on wheels overhead in a sliding door track. Provision is also made at the top to adjust the length of the curtain, as any material in such large pieces will sag and stretch of its own weight and drag unpleasantly on the floor. At the top, to hide the tracks and operating ropes, it is usual to hang in folds and not be stretched flat. To make the proper folds or plaits in the curtain, extra material of one-third to one-half the width of the opening is required. Back of the valance, besides the tracks and ropes for the sliding cur- tain, and out of view, is located the stereopticon screen, rolled up on a large wooden roller, about 15 ft. or 20 ft. long. This is lowered by means AUDITORIUM, HIGH SCHOOL, EAST ORANGE, N. J. Size 75x85 Feet. Seating Capacity 1,200. place a valance, which remains in place and does not move the curtain. The valance lends itself to effective decoration by the use of the school monogram or other ornamental device, worked out in galloons or colors. While not absolutely necessary, the velour curtain is sometimes lined on the inside with a fireproof duck lining of the same color as the curtain. This gives a more attractive finish to the inside of the curtain and adds a certain fireproof quality which is well worth while. All curtains should have a fullness in the ma- terial; that is, when closed tight, they should of ropes from the side dressing rooms, and is always in position for instant use. It obviates the trouble of stretching a loose cloth sheet in place as so often is the case. When lowered the screen can be nicely framed in by drawing the curtain close up to its sides, thus avoiding any objectionable view around the sides or back of the screen, if the latter does not occupy the full width of the stage opening. The furniture used on the stage is another item not always given the consideration it de- serves. The ordinary school furniture which one often sees on auditorium stages, is entirely 42 HIGH SCHOOL BUILDINGS out of keeping with the formal character of a platform, and heavier and larger furniture with a finish in harmony with the color scheme of the room should be selected. Ordinarily a settee, large enough for three persons, two arm chairs and two side chairs are all that is necessary for the good furniture. Any other chairs necessary can be brought in and removed temporarily as when the curtain is closed the stage may be properly set. In front of the curtain, to the edge of the stage, at least six or eight feet should be available so that when the curtain is closed, there will be sufficient space for the read- ing table, chairs, etc., for chapel exercises. The lighting fixtures should be given consid- eration from a decorative as well as from an 10 LIST RSS AUDITORIUM, MORTON STREET SCHOOL, NEWARK, N. J. Size 51 feet by 79 feet. Seating capacity including gallery 751. required. It is also desirable to have at least two taborets, or small tables, for flowers, books, or other miscellaneous purposes. The reading desk should be of good design and not of the usual "Church” character so often seen. The accompanying illustrations show various stages where good furniture has been used. The stage carpet should be of a simple color to harmonize with the decorations and the stage curtain, and not a rug of striking color combinations. It should be fastened in the floor by pins and sockets so that it can be readily removed, when a raised platform is to be built on the stage, and replaced again without trouble. Behind the stage there should be ample space in order that efficiency standpoint. While simple in outline, they should be of proper size and proportion and in the same style as the room. When they are located near the ceiling in a high room, it is of great convenience to have them so arranged that they may be lowered from the roof space above for cleaning and renewing the lamps. In- direct lighting which is now receiving a great deal of attention, and which is somewhat more expensive in electric current consumption, is well worth the difference in the added comfort to the eyes of the audience. Over each exit door should be placed a gas or an oil lamp, with a red globe, to locate the exits in case of emergency. These lamps should HIGH SCHOOL BUILDINGS 43 be lighted at all times when the auditorium is used in the evening. Nothing starts a panic more readily than the failure of the electric lights. This is likely to happen in case of a heavy storm or trouble at the central power plant. All precaution should be taken for safety in such an event. Footlights are installed in a gutter across the ture are given, or other demonstrations are made. In addition to the stereopticon, the motion picture is taking an important part in the edu- cation of today. The strict rules regulating the use of motion picture apparatus have made some special provisions necessary to overcome the fire hazard.* In addition to the usual require- AUDITORIUM, MADISON SCHOOL, NEWARK, N. J. Size 49x57 Feet. Seating Capacity, Including Gallery, 501. front of the stage and when not in use, are pro- tected with removable board covers. In smaller buildings, built-in-foot-lights are often omitted and an electric outlet is set in the floor to attach portable footlights when needed. To make the stage the most brilliantly lighted part of the au- ditorium, overhead lights or side lights fitted with reflectors, are installed back of the proscen- ium arch and out of view of the audience. Elec- tric base plugs are placed around the sides and rear of the stage to permit the use of table- lamps, fans, etc. Outlets for water and gas are usually installed in the center of the footlight gutter for use when lectures of a scientific na- ments, it has been found that the lights in the auditorium should be controlled not only from the dressing rooms at the sides of the stage, but also from the motion picture booth. A main switch should be installed here so that the pic- ture operator can turn on or off the lights, when- ever desired. A signal buzzer from the stage to the booth is also a convenience for the lec- turer in controlling the display of the pictures. Provisions for darkening the auditorium in the daytime should not be forgotten. Where side windows occur, opaque shades in addition * See American School Board Journal, January, Febru- ary, March, 1914. 44 HIGH SCHOOL BUILDINGS HESSTMAQ DOCENDIROGORO BONIS EST SO WURDEN VEDA STESURUN STIKSTOLID HE SECRET 21 AUDITORIUM, NEWARK STATE NORMAL SCHOOL, NEWARK, N. J. Size 54 feet by 75 feet. Seating capacity including gallery 757. HIGH SCHOOL BUILDINGS 45 to the regular curtains are all that is necessary. When the room is lighted by an overhead ceil- ing light, it can best be darkened by a heavy canvas on a wood roller over the skylight on the outside. The use of opaque shades under the ceiling light and visible in the auditorium is a very unsightly and complicated arrange- ment with its many strings, wires and dusty shades which are so hard to keep clean. For the sake of economy, it sometimes is de- sirable to use the auditorium as a combination auditorium-and-assembly hall, or as a combina- tion auditorium-and-gymnasium. Needless to say the use of an auditorium for several totally different purposes is not desirable, except from the standpoint of cost. It is impossible to de- sign a room which will be ideal for any one pur- pose when it must be put to a number of dif- ferent uses. When used as a study hall an audi- torium requires only the installation of chairs with hinged tablet arms, which can be dropped down out of the way when not used for study. Tablet arms are not placed on all the seats, but only on 100 or 200 in the front portion of the room. Only every other chair is equipped so as to give elbow room and to allow space on the intervening chairs for the pupils' books, etc. When the auditorium is used also as a gym- nasium it should be designed frankly as a gym- nasium with a stage at one end, rather than as an auditorium with gymnasium apparatus hung on the walls and ceiling. A highly finished audi- torium is poorly suited for the rough uses given a gymnasium, and if used as such, soon becomes badly soiled and scarred. There is no great ob- jection to the use of a gymnasium as an assem- bly hall. Everyone appreciates that he is seated in a gymnasium and is not disturbed by seeing apparatus hanging from the ceiling and the walls. Such double use of an auditorium neces- sarily requires a level floor and movable seats. Where the auditorium is located in the center of the building with corridors all around, it has often been found advantageous to place windows in the sides of the room, on the gallery or sec- ond floor level. These windows serve not only to light the corridor, but can be used to provide additional space for the audience when the room is crowded to its capacity. In these openings, however, should be placed hinged sash with ob- scure glass, so that when desired the auditorium can be entirely closed off from the rest of the building and used for the rehearsal of plays, or for meetings not connected with the school. Acoustics are a troublesome problem. While it is acknowledged that no positive or absolutely perfect results can be guaranteed, there are, nevertheless, certain general principles which should be kept in mind and followed as closely as possible. If this is done generally good re- sults will follow. In the first place, the room should not be excessively high. In a high room an appreciable length of time elapses between the instant the sound is made and the instant when the reflection back from the high ceiling reaches the auditors. This produces an echo. The wall and ceiling surfaces are better if broken up by ornament and projections rather than when they are smooth and plain. A plain, smooth wall, of course, reflects the sound and tends to produce an echo, while one with pro- jections tends to break up the sound waves and overcomes this fault. As a gallery tends to pre- vent the rebounding of all sound waves, a room with a gallery is usually better than one with- out. A comparatively soft plaster made of old- fashioned lime is better than a hard, patent ada- mant plaster as it has a tendency to absorb the sound waves, while an adamant plaster tends to reflect them. In spite of all precautions it sometimes hap- pens that a new auditorium is very hard to speak or hear in, and is otherwise defective from an acoustic standpoint. It is not fair, however, to judge an empty hall for an echo, because when filled with people the result is often very different. The people and their soft clothing tend to absorb the sound waves, and when defects are not too great they are often entirely elimin- ated. There are, however, many cases where corrective measures are necessary. The old- fashioned method of stretching wires across the room has long been abandoned as useless. It has been demonstrated that a soft covering over hard plaster walls absorbs the sound waves and overcomes the echo. There is now made especi- ally for corrective purposes a heavy felt with which the plaster walls of a room are covered and formed into panels, as the size of the sheets of felt seem to make necessary. This felt in turn, is covered with a canvas and is then painted to match the decorations of the room. Such a simple expedient has been found to cor- rect and make almost perfect the acoustic prop- erties of some of the most important auditor- iums in the country. In the writer's experience, when a large auditorium was being designed and its importance seemed to warrant it, an pert on acoustics has been called in for consulta- tion and advice, and the small expense thus in- volved has been more than repaid by the satis- factory results accomplished. The ventilation of an auditorium is a subject which cannot receive too much attention when 46 HIGH SCHOOL BUILDINGS a building is designed. The good reputation of the school and those responsible for it, depends upon the comfort of the people comprising the large audiences which fill our school auditoriums many times during the year. These people are the taxpayers of the community and the real owners of the building, and as the auditorium is practicably the only room they use to any great extent, they do not hesitate to express their disapproval if everything is not as it should be. Generally speaking, the most modern ventilat- ing system distributes fresh air very thoroly thruout the area of a room, and does not depend on driving the air thru registers on the sides or rear of the room with sufficient velocity to carry it across one-half the room, and thus pro- duce unpleasant draughts. Fresh air is now ad- mitted thru a number of registers distributed in the area of the ceiling and drawn down and out thru numerous mushroom covered openings, evenly distributed in the floor under the fixed seats. This arrangement, when the very best system is desired, is made reversible so that in summer the air can be driven in at the floor and taken out at the ceiling, and during winter taken in at the ceiling and out at the floor level. Should the reader be interested in the subject of ven- tilation, he is referred to the excellent articles appearing in the January and February, 1915, numbers of the School Board Journal, by D. D. Kimball, President of the American Society of Heating and Ventilating Engineers. The sub- ject of auditorium ventilation is ably covered in the last part of the articles. Regarding the general decorative scheme which seems so much neglected in the average auditorium, dignified and beautiful results can be accomplished by the choice and use of a few simple colors on the walls and ceilings. As a rule these colors should be various shades of old ivory, buff or light gray. The heavy dark colors so often seen give an oppressive and somber at- mosphere to the room, which is just the oppo- site of the effect desired. The stage, proscenium arch and front walls of the room are those most in view of the audience and should be given the most attention. Usually the space between the top of the wood base- board and the chair rail is given a fairly deep tone of buff. From the top of the chair rail to the cornice at the ceiling a lighter color is used, and the ceiling is made very light cream. The moldings around the proscenium arch and the ornament in connection with the same are picked out in colors to emphasize their importance. If money permits, (and it costs but little), the large plain wall and ceiling surfaces can be re- duced and made more attractive by the addition of striped panels or colored stencils. As will be seen in some of the accompanying illustra- tions, lettered mottoes or inscriptions are often introduced into the wall panels with very dec- orative effect. A careful type of classic letters should be used, however, to avoid the appear- ance of the ordinary advertising sign. Plaster casts are also introduced into the dec- orative scheme with good effect. They should however, be carefully considered as to the scale and size of the subject and also the space where the cast is to be placed. It often happens that two spaces of the same size on opposite sides of the room should be decorated. In this case the casts should not only be approximately the same size as to the general dimensions, but the figures or ornament in both should be of the same scale. While it is always very desirable to paint the walls and ceilings of all corridors thruout a school building, the money for this purpose is often lacking. In any case, where the auditor- ium is decorated, the corridor directly, in front of the doors to the auditorium, and the hall leading to the main entrance, should be deco- rated in harmony with the auditorium. It is very unpleasant to enter a handsome new build- ing and find a beautiful auditorium, while every part of the building one passes thru to reach this auditorium is not decorated or painted. It is surely a sign that the money has suddenly run short, or that those having the new building in charge have been thoughtless. The Heating and Ventilation of School Buildings D. D. Kimball, President, American Society of Heating and Ventilating Engineers; Member, New York State Commission on Ventilation. There is annually expended in this country in the construction of new public and private school buildings approximately the sum of $102,000,000, of which vast sum about 10 per cent, or $10,- 000,000, represents the money expended for school heating and ventilating plants. Approxi- mately 21,000,000 children spend one-third of their daytime in these buildings for forty weeks of the year. The importance of such atmos- pheric conditions as are conducive to their wel- fare thus appeals to us with a force that is com- pelling. It is of vast importance that we should know that the expenditure of such a sum of money is wisely made and that the best condi- tions possible are provided for the physical, as well as the mental and moral, development of this great army of the men and women of to- morrow. Within the last few years a great deal of criti- cism has been directed against artificial venti- lation, particularly in school buildings. This has been aired in the public press and thru trade journals in such a way as to lead to the belief that there is little or no merit in artificial venti- lation and that much of it is made up of "de- vices of the devil” manufactured and sold by commercial interests for profit only, without re- gard to any merit or existing need. In the main these criticisms are unmerited, and without ex- ception they are unscientific and ill founded. It may not be said that there are no grounds for severe criticisms of much of the ventilation work of the past, but the justification for such criti- cism lies in other than lack of knowledge or ability on the part of the engineers and may not be applied to the work of the best engineers under proper conditions. The most of the failures of the ventilation work of the past may be justly attributed to in- sufficient appropriations for the installation of ventilating systems and for their maintenance and operation. Very many installations are in- complete, ill designed, and installed with the use of unsuitable or cheap apparatus and material. The majority of ventilating systems for school buildings have, in the past, been designed by architects, contractors, and manufacturers of apparatus or patented systems. No injustice to the architect is intended by this statement, but architecture and engineering are two very dif- ferent professions involving different training, experience and temperament. The field of the contractor and manufacturer is essentially dif- ferent from that of the consulting engineer. Tho it be true that many of the large contract- ing firms maintain a force of engineers, the work of such engineers is especially that of car- ing for the installation of systems designed by others. Noisy apparatus and systems are often urged as an objection to heating and ventilating plants, but the presence of noise of any kind is quite unnecessary and is evidence only of lack of skill in design or installation. Failure to maintain proper upkeep and repairs is responsible for many of the failures of ventilating plants. Were the upkeep and repairs of the school buildings themselves neglected to the same extent as oc- curs in the case of the heating and ventilating plants a great many buildings would annually become positively unsafe for occupancy. Possibly the most frequent and the most ser- ious cause of failure is the absence of proper skill in operation. It is annoying to note the number of plants which are operated by boys or janitors who know absolutely nothing of the rudiments of fuel burning or care of a steam plant or of a ventilating system. Such men waste daily fuel costing more than the gross amount of their wages. The loss in repairs and maintenance of the plant is more important still, and the loss in the efficiency of the plant is vast- ly more serious. Often too, there are such restrictions applied by the authorities to the operation of the plant or the work of the janitor that the proper opera- tion of the plant is impossible. If a school board directs that the ventilating plant must not be operated before December first, or after April first, regardless of outside weather condi- tions or the needs of the building, is it to be wondered that complaints of insufficient ventila- 48 HIGH SCHOOL BUILDINGS tion are often heard? If the janitor is offered a bonus for saving coal, is it surprising that the ventilation suffers ? If it be further required that he must at all times operate his fan en- gines, should it be regarded as remarkable that he removes the belt between the engine and fan ? Thus he saves coal and yet operates his engine, but no air is being supplied to the build- ing. Manifestly the building suffers for lack of ventilation, and the ventilating plant is charged with failure. The ventilating plants for the school build- ings of a certain city are designed by one de- partment, their operation is supervised by an- other, they are kept in repair by another depart- ment, the fuel is purchased by still another de- partment, and the janitors and firemen are em- ployed by yet another department. It is remark- able that there is an absence of correlation in the work of the various departments, with the result that the systems remain in need of re- pairs, sometimes for months, during which time portions of the plant are not in use? Often im- proper fuel will be selected. Confusion results, and to a serious degree the successful operation of the ventilating plants is threatened. Very few of the vast number of school build- ings erected in this country are provided with automatic recording instruments to determine the efficiency of the operation of the heating and ventilating plant, either from the stand- point of fuel consumption or as to the results obtained in the building. Such instruments in- telligently used would largely reduce operating costs. In very few instances is there any system of supervision to assure the proper maintenance of the economical operation of the school ven- tilating plant. In a few instances such super- vision is in vogue with results in economy and efficiency which have more than justified the expense of the system of supervision. These, and other similar conditions might be cited to explain failures of artificial ventilating systems, but therein is no ground for the condemnation of the artificial ventilating system properly in- stalled and properly operated. A criticism which may possibly be directed against heating and ventilating engineers is that they have too often submitted to the im- position of conditions making success impos- sible, usually due to restricted appropriations for the installation of the heating and venti- lating plant. It is to be regretted that every consulting engineer will not decline to under- take the design of a plant for which a suffi- cient appropriation is not made, just as it is to be regretted that a school building com- mittee will insist that an architect shall under- take to provide plans for a larger building than may be well built for the money available, or that other committees will insist upon an orna- mental structure or the use of stone, marble or other decorative materials at the expense of the heating and ventilating equipment, even tho the latter is that element of the building which means most for the health and comfort of the children. Largely as a result of the criticisms directed against the artificial ventilating system many investigations and experiments have been con- ducted, some of the most important being those of Fluegge, Hill, Milner, Benedict, Lee, Crowder, Winslow and Baskerville, the work of the New York State Commission on Ventilation, and ex- periments in the Boston and Minneapolis schools and elsewhere. Out of the vast amount of work that has been done has come a realization that, altho the volu- metric standards of the past were substantially correct in amount, the bases thereof were mis- understood. Heretofore the practice of the art of ventilation has been based on the theory that a certain amount of fresh air must be supplied to maintain the purity of air of the occupied a- partment. A certain proportion of carbon diox- ide in the air has been used as a basis in deter- mining the standard of ventilation, or the amount of air required for ventilating purposes. The permissible standards, or the limit of Co, in the air of the schoolroom, is stated by different au- thorities to be as follows: Barry..... .6 parts in 10,000 Carpenter. ..8 parts in 10,000 Allen... 7-10 parts in 10,000 Shaw... .7 parts in 10,000 Bowler... ..6-7 parts in 10,000 The generally accepted standard has provided that the air of the schoolroom shall not contain over seven to eight parts Co, in 10,000 parts of air. Using the formula N. 6 y=10,000 S-4 to be supplied, 10,000 represents 10,000 parts of air, N the number of occupants, .6 the amount of carbon dioxide given off per person per hour in cubic feet, s the standard of purity to be main- tained in the air of the room and 4 the number of parts of carbon dioxide ordinarily found in out- door air, the amount of air required per person to maintain eight parts Co, in an occupied apartment is found to be 1,500 cubic feet of air HIGH SCHOOL BUILDINGS 49 per hour per person, and to maintain seven parts things stand foremost. These are, Temperature, CO, 2,000 cubic feet of air per hour per person. Humidity and Air Movement. In practice, and in accordance with all the laws As stated above the temperature of the school- covering the ventilating of school buildings, it room should be 68 degrees. has been customary to design school ventilating In the matter of relative humidity there is no plants on the basis of 1,800 cubic feet of air per such agreement as to the necessity of providing pupil per hour. In this connection the following for artificial humidification, nor is there an authorities are quoted as to the number of cubic agreed standard of relative humidity. feet of air per hour required for schoolroom The following authorities are quoted as to the ventilation: desirable percentage of relative humidity which Barry ...1800 should be maintained in occupied apartments: Dresslar . 2000-2500 according to grade Wolpert .....40%-60% Rubner .....30%-60% Morrison .2000-3000 according to grade Oesperlen ..40%-60% Riepzchel ...30%-40% Carpenter ..3000 Scherer .30%-60% Richardson ..40%-60% Allen .2400 Paul ..40%-60% Shepherd ...30%-55% Woodbridge ..2500 Rietschel ...40%-60% Brefflar 40%-50% Rafter 850-2000 according to grade Smith... .50%-60% Shaw ..1800 There exists in the above a general agreement Bowler .3000 that the relative humidity should not be less While 1,800 cubic feet of air per pupil per than 30 per cent nor more than 60 per cent. hour, is the subject of general agreement in the The prevailing opinion is that the minimum matter of schoolroom ventilation, there are some should be 35 per cent and that it is not neces- school boards which, desiring the best possible sary to provide artificial humidification in ex- atmospheric conditions in the schoolrooms, have cess of 45 per cent to 50 per cent. placed the maximum Co, content of air of a In extremely cold weather a relative humidity schoolroom at six parts in 10,000 parts of air, or in excess of 35 per cent will cause a freezing on 3,000 cubic feet of air per hour per pupil. So the windows. While there is no element of harm far as it relates to healthful atmospheric condi- in this it has led engineers to so design the arti- tions there can be no objection to such a stand- ficial humidification system that 35 per cent ard, but it is not believed that such an air vol- should be the maximum in extreme cold weather. ume is essential to proper ventilation if all other It has been stated that the dry air produces requisites are properly considered. adenoids and a thickening of the mucous mem- Carbon dioxide is no longer regarded as harm- brane of the respiratory passages which, long ful. It may, however, be taken as a good index continued, results in hypertrophy thereof, and or measure of the air supply and diffusion. conditions which make infection easily possible. Until recently the standard for temperature Also that it produces restlessness and nervous- within the schoolroom was 70 degrees. Within ness and results in inattention and lassitude. the last two to four years 68 degrees has been A higher degree of relative humidity is said generally adopted as the most desirable school- to produce quiet and restfulness, permitting a room temperature, and there seems to be com- greater degree of concentration and effort. plete agreement that the temperature of the Debated as these views are the consensus of schoolrooms should not exceed this mark. Some opinion favors such artificial humidification as efforts have been made to reduce this tempera- will prevent a relative humidity of less than 35 ture to 65 degrees and even less, but it has not per cent in occupied apartments and the best been demonstrated that such a low temperature school heating and ventilating systems designed is satisfactory. It is at least to be doubted today provide for means of artificial humidifi- whether it will be satisfactory unless a proper cation, as will be explained. degree of humidity is maintained. It may not be questioned that the degree of Until very recently such refinements as air relative humidity has a decided effect on the filtration, air washing, temperature regulation, feeling of comfort at a given temperature. A humidification and the general diffusion of air, high temperature is necessary for comfort if the were not regarded as essential details of a heat- air is dry. This is so because the hot, dry air ing and ventilating plant, but all of these fac- absorbs a great deal of heat from the body in tors have now become recognized as of vast im- the evaporation of moisture from the surface portance in ventilation work. thereof because of the capacity of hot, dry air In the new conception of ventilation three for moisture. With a higher relative humidity 50 HIGH SCHOOL BUILDINGS the absorption of moisture; und consequently the absorption of heat, is lessened, and the room te erature may be lowered. The extent of this lowering of the temperature is variously stated to be from two to ten degrees. Conversely a very low temperature with high humidity pro- duces a feeling of chill, because of the rapid absorption of heat from the body by the moist- ure in the air. It has been erroneously stated that by the lowering of the temperature and the raising of the relative humidity a large saving in fuel could be made. The fact of the matter is that even should the temperature be lowered ten de- grees the amount of heat required to produce 50 per cent relative humidity in zero weather would require the use of four times as much heat and fuel as would be saved by the ten degree reduc- tion in room temperature. Incidentally, approx- imatey one to one and one-half horse power of additional boiler capacity is required for the artificial humidification of each standard class- room. Artificial humidification of school buildings has met with pronounced favor wherever tried. The problem of temperature and humidity, as will be seen from the above, are closely inter- woven. With these is also linked the third, and possibly the most important element of artificial ventilation as it is viewed at this time, that of air movement required for the removal of the heat and moisture given off by the body. The heat given off by the body of an adult at rest is variously stated by authorities as follows: Pettenkofer .400 Heat Units per hour Benedict and Milner....375 Heat Units per hour Rubner .380 Heat Units per hour Landois and Roseman...368 Heat Units per hour Atwater and Benedict...366 Heat Units per hour Fluegge .495 Heat Units per hour Wolpert 400 Heat Units per hour As will be noted the average is approximately 400 heat units per person per hour. The amount varies with the size of the body, degree of ac- tivity, food consumed and dress. For a grade school pupil the heat given off amounts to about 300 Heat Units per hour. The moisture elimination from the human body at rest is stated by Thomas to be one- twelfth of a pound per hour, and by Milner and Benedict to be one-fourteenth to one-twelfth of a pound per hour. This combination of heat and moisture, re- maining and accumulating in the air immedi- ately surrounding the body, produces a hot aerial envelope and brings about identically the same uncomfortable conditions as exist in a room of high temperature and humidity without ventila- tion. Hence it becomes vastly important that there should be such a movement of air sur- rounding the body as will remove this film of hot, moist air. Much has been said of the rising column of air surrounding the body with the inference that this column of rising air, induced by the heat and moisture of the body, causes an upward cur- rent of air which, if not sufficient to bring about ventilation, at least assists upward ventilation. The fact of the matter is that it does not do this. It is stated by Shaw that this upward movement of the air surrounding the body is equal to one and one-half to two feet per second. In any case it is so 'slight as not to be considered a factor in the problem of ventilation or in the determina- tion of the system of ventilation, or the direc- tion of air movement therein. Such movement of air is upset by the least air current due to the operation of any ventilating system or other causes circulating the air within the room. Al- so, it is more than offset by the cooling effect of windows, walls, doors and roofs. In the case of a standard classroom the heat given off by the pupils is equal to fifty to eighty square feet of direct steam radiator surface. Manifestly the schoolroom must be provided with sufficient heat to produce the desired tem- perature at the time of its occupancy. This amount of additional heat from the pupil must be carried off continually. The removal of this heat increment can best be accomplished thru the medium of air, exhausted from the room, which is replaced by a constant supply of fresh air at a temperature which will permit of the taking up of this heat without the over-heating of the room. It has been found difficult to introduce air into an occupied room at a temperature of more than ten degrees less than the room temperature without causing annoying draughts. Three hun- dred heat units, which, as stated above, are given off per pupil will heat approximately thir- ty cubic feet of air thru a range of ten degrees. Therefore it is that thirty cubic feet of air per pupil per minute is determined upon as the amount required for ventilating purposes in schoolrooms. This new basis of determining the volume of air required for ventilation is the only logical one, and is recommended by Rietschel, Winslow, Franklin and others. Experience has thoroly demonstrated that this volume of air, properly introduced and diffused thruout the oc- cupied space of the room, will absorb and carry HIGH SCHOOL BUILDINGS 51 1 off the heat and moisture given off by the occu- pants thereof and give satisfactory ventilation. As evidence of the effect of a high tempera- ture recent experiments conducted by the New York State Commission are of interest. Ap- proximately 15 per cent less work was done by the subjects with a room temperature of 75 de- grees than by the same students with a room temperature of 68 degrees. At 86 degrees the volume of work done fell 35 per cent. The same conditions relating to food, nature of work and other details were maintained during both tests. This statement relates to the amount of work voluntarily done rather than the amount which might be done under necessity. The less importance now attached to the pro- portions of carbon dioxide and oxygen contained in the air, and the significance of air movement and high temperature may be illustrated by ref- erence to experiments conducted by Dr. Leonard Hill. He observed three students confined in a small air-tight chamber. He says: “We have watched them trying to light a cigaret (to re- lieve the monotony of the experiment) and puz- zled by their matches going out, borrowing others, only in vain. They had not sensed the percentage of diminution of oxygen, which fell below seventeen.” As is well known the per- centage of oxygen in the occupied apartment rarely falls below twenty. The temperature and humidity within the chamber became so exces- sive that the students became wilted and faint. The starting of electric fans within the chamber brought prompt relief. The breathing of out- side air thru a tube brought no relief, while the breathing of air within the chamber by students without caused no discomfiture. The relief felt because of the operation of the fans would doubtless continue until the temperature and hu- midity rose much higher. This and many other similar experiments have demonstrated the im- portance of such air movement as will remove from the body the heat and moisture given off therefrom. Experiments made by the New York State Commission on Ventilation to determine the rel- ative effects of stagnant air and fresh air showed a distinct decrease of appetite in the stagnant air altho the subjects were apparently not otherwise affected. Whether this was due to the sub-conscious effect of odors or was indica- tive of other, and possibly more serious, effects has not yet been determined. This matter is being further studied. As a result of two years of experimentation at the International Y. M. C. A. College the con- clusion is reached in v "The foul, dry air ordi- narily found in gymnasiums greatly lessens the value of the exercise.” It is quite conceivable that mental effort may be similarly affected. The importance of the effect of dust in the air of a'room is a much debated question. There are those who assert that dust is an irritant, causing serious disturbances in the respiratory tract, and that it is the bearer of germs which obtain entrance to the system thru irritations and abrasions caused by the dust. Still others assert that dust coming into contact with steam heated surfaces produces carbon monoxide and carbon dioxide thru the process of distillation and that the oxidization of this dust robs the air of oxygen. The general belief prevails that such dust as is found in the air of the schoolroom is not directly harmful and the theory of aerial in- fection is abandoned. At least it is not materi- ally affected by ventilation. The investigations of Professors Winslow and Baskerville in the New York City schools demonstrated that the amount of bacteria existing in the schoolrooms was negligible. None, however, contend that the removal of dust is not highly desirable, for altho it involves no real ill it is certainly unclean and objectionable. It is quite probable that the cum- ulative effect of breathing dusty air is bad. Cer- tainly this is so in the dusty trades. Odors are not generally believed to have any physiological significance. Many persons, how- ever, are affected thereby psychologically while with others there seems to be direct lessening of the appetite which may directly affect the ca- pacity for work. Much discussion has been applied to the ques- tion of the organic content of exhaled air. A great many experiments have been made to de- termine the merits of this question. It is now very generally agreed that there is no toxic mat- ter or poison, sometimes referred to as “crowd poison," in the air of an occupied apartment. Ozone is no longer advocated a substitute for, or as an auxiliary to, artificial ventilation, ex- cept, possibly in some of the industrial processes. Trade and local poisons do not enter into the problem of school ventilation except to the ex- tent that extreme care should be used in the lo- cation of the fresh air intake so that by no pos- sibility should the air taken into the building for ventilation become contaminated by smoke, sewer gas, stable odors or any local or trade dusts or poisons. Probably no question relating to school venti- lation has been more discussed within the last three or four years than has that of open air ; 52 HIGH SCHOOL BUILDINGS schoolrooms. The advocates thereof assert that be continued only as long as outside weather artificial ventilation is a failure, and maintain conditions would permit. It is believed that such that the open air schoolroom and window venti- an investigation will give a great deal of valu- lation has proved a remarkable success. But has able information on this important subject of the matter been fully analyzed ? Usually a open air schoolrooms. small class is the subject of this experiment, the The extensive investigations of Professors class being conducted by specially selected and Winslow and Baskerville on atmospheric condi- enthusiastic, teachers; the students are given tions of the New York City Schools warrant the short lesson periods, ample rest periods, sleep belief that no superiority was apparent in the periods and exercise periods. They are given case of the naturally ventilated schoolrooms special medical attention. Their physical wel- within the City of New York. The best and fare and mode of living are more or less subject worst results were found in the artificially ven- to the care of nurses, their homes are visited to tilated schools, the operation of the ventilating see that the best possible conditions are provided plant proving an exact index to the capability of therein for the children, they are provided with the janitor, Manifestly it should be easier to medicines and furnished with lunches of special secure proper results by selecting one capable quality. With all these helps it would be strange engineer to operate a well designated and well indeed if the physical and mental progress of installed system than by placing dependence these children were not remarkable. But is upon a large number of teachers who have many there any assurance therein that the progress other duties to perform and who know little of made is due solely to fresh air, or that similar either the importance or method of operating results could not be obtained in closed rooms the windows or plant to secure the best room properly ventilated ? conditions. It is common knowledge that one Experiments recently made seem to indicate may remain within a room while the tempera- that the elimination of the special diet alone ture rises to 75 or 80 degrees without becoming lessens the results obtained in the open air aware of such a condition. This is exactly what schoolrooms. What the results might be with happens when the control of the temperature the elimination of one or more of the other and air supply is .left to the teachers. Such a special features is not known. Whether similar condition results in listlessness, inattention, results can be obtained in a closed room with a sleepiness, dizziness and even nausea on the part similar regime also is not known. It has been of the pupils. reliably stated that the introduction of all of With the artificial ventilating system it is pos- these special open air schoolroom features, with sible to maintain indefinitely any temperature, the special clothing required by the pupils, ap- relative humidity, air volume and air movement plied to the entire school system of the City of desired within the schoolroom or to vary these New York, would involve an annual increased as required. It is impossible to maintain such expenditure of approximately $3,000,000. a condition in a schoolroom by the manual con- An investigation of this problem of open air trol of radiators and the use of windows. schoolrooms is being planned. The scheme pro- The failure of a teacher to give attention to posed provides for the use of six schoolrooms, the regularity of temperature results in high each containing the same number of children of and excessive temperature changes, because of the same age, living under approximately the the extreme difficulty, and even impossibility, of same home conditions; one room is to be a closed maintaining the air supply thru the windows schoolroom with 68 degrees temperature and the without draughts on some of the pupils, or of usual closed school regime, a second room is to providing an air supply thru the windows when be a closed room with 68 degrees temperature their is no breeze outside, or of providing an air with the open air school regime, another room is supply on the leeward side of the building. Man- to be an open air room with the usual open air ifestly a breeze can produce an air current thru school regime, another room is to be an open air the windows upon but one or two sides of the room with the standard closed schoolroom re- building. The rooms on the other two or three gime, another room is to be a closed room with sides of the building must fail to receive the 50 degrees temperature and the closed school- proper air supply. room regime, and the remaining room is to be An effort to ventilate the school by means of a closed schoolroom with 50 degrees temperature windows is most often sure to result in objec- and the open air schoolroom regime. The 50 tionable draughts in the rooms on one side of degrees temperature in the last two rooms would the building, with some stagnant areas in all of HIGH SCHOOL BUILDINGS 53 the rooms, while on the other side of the build- ing the only air received by the schoolrooms is that coming from other rooms, which results in uncomfortable conditions in these latter rooms. And what is to be said of the dust coming in thru the windows? And how may the humidity be regulated ? The suggestion is often made that the win- dows should be opened at the top and bottom so that the fresh air may come in at the bottom while the hot, foul air goes out at the top. Such a suggestion is absurd because a wind pressure sufficient to bring air in at the bottom also brings air in at the top. The absence of a breeze which is sufficient to bring air in at both bottom and top permits of only the slightest amount of air movement in thru the bottom and out of the top, the amount thereof being entirely insuffi- cient for the ventilation of the schoolroom. The only merit of this scheme is to secure greater diffusion of the air entering thru the window. The recirculation of the ventilating air of a building has recently received much attention. The experiments of Dr. McCurdy at the Spring- field Y. M. C. A. and of Professor Bass of Min- nesota have opened a wide field of investigation. In the former case the results obtained by the recirculation of air thru an air washer were quite as satisfactory as those obtained with out- side fresh air. Indeed the air when recirculated thru the washer was freer of dust than outside air not washed, and to this extent was superior to the outside unwashed air. In Professor Bass's experiments he also obtained satisfactory results in schoolroom ventilation with recirculated air, even with reduced air volumes, when admitted to the room directly in front of each individual pupil. His results, however, were not as satis- factory as to the elimination of odors by means of the air washer as were Dr. McCurdy's, where strong gymnasium odors seemed to be satisfac- torily eliminated by the air washer. In the Springfield experiments much larger air volumes were used than are customarily used in school buidings, and in the Minneapolis experiments the effort appears to have been limited to an attempt to equal conditions in a room ventilated in the usual manner. During the past year these experiments have been continued under the direction of, and with the support of the New York State Commission on Ventilation. By recirculation a material saving is made in the cost of fuel otherwise required for heating the outdoor air. This is partially offset by the cost of water required for rehumidification. However, the study of recirculation has not been carried far enough to warrant a recommendation of recirculation in school building ventilation. The subject of artificial cooling, as applied to school buildings, has received very little thought. A few artificial cooling plants have been suc- cessfully applied to hospitals, banks and resi- dences and there is no reason why cooling should not be applied to school buildings where sessions are held during the warm weather. The most serious difficulty involved lies in the fact that such artificial cooling plants are very expensive to install and operate. The cooling plant may be installed in connection with an air washing system, but at a cost of approximately $300 to $600 per 1,000 cubic feet of air to be cooled. The volume of air used, however, may well be re- duced by one-half of that required for winter ventilation. In the matter of operation the cost for cooling ten degrees is approximately the same as that of heating to 70 degrees in zero weather. This is largely due to the fact that to accomplish successful cooling it is necessary to de-humidify the air or else the moisture content, or relative humidity, will be so great as to result in an uncomfortable “clammy" feeling. If, as now seems proven, a high room temper- ature produces discomfort and physiological dis- turbances in the body resulting in a lessened in- clination to do physical and mental work, the question of artificial cooling assumes a new im- portance. Many methods have been used in the installa- tion of ventilation equipment for school build- ings. These may be generally classified as fol- lows: 1. Natural ventilation. This term may be properly applied to only open air schoolrooms without artificial heat or ventilation; and to 2. Direct radiator systems, in which direct radiators are used for heating and dependence for ventilation is placed upon the use of win- dows. 3. Direct-indirect radiator systems, in which the air supply for the rooms is secured by means of small openings directly back of and under the radiators for the passage of air from the outside into the room thru the radiator. 4a. Gravity indirect system, without accel- erated exhaust. In this system the air enters the building thru basement windows or other openings and passes over indirect radiators lo- cated at, or near, the base of flues connecting to the schoolrooms, the heating effect of the in- direct radiators being depended upon to main- tain the air supply to the schoolrooms. No pro- 54 HIGH SCHOOL BUILDINGS 1 : vision is made to assure the exhaust of vitiated air in this system. 4b. Gravity indirect system, with accelerat- ing radiators in the vent flues to assure the ex- haust of the vitiated air. Direct radiators are customarily, but not nec- essarily, used in connection with these gravity systems. 5a. Single fan systems, with no accelerating radiators in the vent flues. 5b. Single fan systems, with accelerating ra- diators in the vent flues. In connection with these systems, direct radia- tors are customarily, but not necessarily, used. 6. Double fan systems, with no direct radia- tors in the classrooms. 7. Double fan systems, with direct radiators in the classrooms, often referred to as the "split system.” The direct-indirect method of air supply is most inefficient and unsatisfactory. Under the best weather conditions only, that is, with the wind blowing directly against the outside open- ing, will any air pass thru the opening and radi- ator into the room, and even then the air supply will be sufficient only for two pupils per radia- tor. Under other than the most favorable con- ditions no air is supplied by such a'system. The increased size of the radiator necessary for the heating of the air results in over-heating the room during much of the time. This system may be combined with some form of an exhaust system to remove the heated and vitiated air, but the efficiency of the exhaust system is seri- ously lessened because of the small air supply secured thru the direct-indirect radiators. Natural ventilation has been discussed above. Gravity ventilation, often confused with natural ventilation, is seriously objectionable in that its operation depends wholly upon outside atmos- pheric conditions. It is customary to design such systems on an assumed difference of 40 degrees between the outdoor temperature and the desired room temperature; that is, if 68 degrees is de- sired in the schoolroom 28 degrees is assumed as the outside temperature. When the outside temperature is less than 28 degrees an increased volume of air is provided by the gravity ven- tilating system, but when the outside tempera- ture is above 28 degrees less than the intended amount of air is delivered by the gravity venti- lating system. Inasmuch as the outside temper- ature is above 28 degrees for the greater portion of the heating season the gravity ventilating system fails to maintain the supply of air at the intended standard much of the time. Because ventilation is most needed in mild weather, this becomes a serious defect. Any system of ventilation which is without means of making positive the exhaust of vitiated air, that is, ventilating systems without either accelerating radiators in the vent flues or ex- haust fans, are seriously deficient because the removal of exhaust of the vitiated air is not assured. Very often in such systems this ex- haust of the vitiated air fails entirely; in any case it proves to be variable in amount, and sometimes back draughts of cold air down the vent flues into the classrooms become serious. The use of accelerating radiators in the vent flues is subject to the same objection as has been applied above to the gravity systems of ventila- tion. They are wholly dependent upon atmos- pheric conditions, are often troublesome, and the cost of exhausting the vitiated air by this means is from four to ten times as great as the cost of exhausting the same amount of air by means of motor driven exhaust fans, the exact ratio de- pending upon the prevailing cost of fuel and electric current. Because of the fact that the cost of the fuel used in making the steam con- densed in the accelerating radiators cannot be separated from the fuel used in heating a build- ing, the cost of operating the gravity exhaust system is not known to the school board and so passes unnoticed, while the less cost of the elec- tric current used in operating motors driving the exhaust fans, is carefully scrutinized and often harshly criticized by the board. Every heating and ventilating engineer will agree that the most efficient and economical method of supplying and exhausting the air re- quired for school buildings is that of using fans for both the supply and exhaust of air used in ventilating. Whether the fans should be driven by steam engines, electric motors, gas engines, or water motors will depend entirely upon local conditions. The use of electric motors has the advantage of simplicity and ease of manage- ment, requires less skill and meets with the most favor. The use of direct radiators in all portions of the school building, except in the classrooms, is practically universal. There is some differ- ence of opinion as to the wisdom of the use of radiators in the classrooms, but this is now gen- erally conceded as wise and is in general prac- tice. Without radiators in the classrooms the air supplied for ventilating purposes must be heated to a temperature ranging from 100 to 130 degrees and this is regarded as most undesir- able. Further, the best results in heating and 1 HIGH SCHOOL BUILDINGS 55 ventilating work are obtained when the heating and ventilating work of the plant are separate features thereof. The direct radiators provide for greater economy in operation, in that they serve the purpose of heating the building be- fore the period of its occupanoy, and they permit of the continued warming of the building after school hours for the use of the teachers or de- tained pupils. By some authorities the radiant heat from the radiators is regarded as beneficial but this is open to serious doubt. Some designers install sufficient radiation in the rooms to maintain a temperature of 70 de- grees in zero weather independent of the opera- tion of the ventilating plant. This is seriously objectionable in that it places in the classroom too large heating units which cool off so slowly as to increase the temperature of the room after the radiator valves have been closed, and the large radiators heat up too slowly when steam is admitted. These large radiators also involve large concentrated heat areas which affect the nearby pupils and are otherwise objectionable. The best method provides for the use of only such an amount of direct radiation as will equal- ize or balance the heat losses thru the windows and exterior walls. This. radiation should be divided into two or more small units distributed along the outside walls, preferably under the windows where they are most efficient in coun- teracting the cooling effect of the windows and outside walls, and where they are less likely to interfere with the use of the blackboards. It is desirable also that these radiators should be sup- ported from the walls by means of brackets, with three inches between wall and radiator and five inches between the bottom of radiator and the floor. The radiator so located can be readily cleaned on all sides, as can the floor under the radiator. The type of boilers to be used depends en- tirely upon the size of the building. Only the largest of buildings warrant the use of water tube boilers. Even in such cases the horizontal return fire tube boilers will be just as safe and economical and less expensive. Fire box boilers have many advantages for medium sized school buildings. Cast iron sectional boilers, if of ample capac- ity, are satisfactory for small buildings. If combined with indirect blast coils special care must be exercised to see that the height from the water line in the boiler room to the bottom of the heating coils is not less than four feet. Fire box and cast iron sectional boilers are now made with double grates, the upper grate being a water grate and the lower grate of the usual type. These boilers are known as “down- draught” smokeless boilers, and are designed for the smokeless combustion of soft coal. They have proven very efficient, both in smoke pre- vention and in the economical use of fuel. The general details of equipment and piping in school buiding heating and ventilating plants are very generally understood and will not be discussed here. A separate system of steam piping should be installed for the direct radiators and for the in- direct radiators or air heaters. This method will make possible the shutting off of all of the direct radiators in mild weather during the hours of occupancy. The recent developments in vapor, atmos- pheric, modulating, and vacuum systems, as ap- plied to school buildings, makes the use thereof highly desirable. By means of such systems the amount of steam admitted to each radiator can be moderated to meet exactly the demand for heat ás influenced by the outdoor temperature. This overcomes the most serious objection to the steam heating system. Heretofore when the least heat was required, as in mild weather, the radiator valve was opened and the radiator was completely filled with steam, thus liberating into the room as much heat as would be required in zero weather. In these new systems only such an amount of steam is admitted to the radiator as is required to supply the heat necessary to maintain the desired temperature. These sys- tems also have the further advantage of elimi- nating the use of air valves, which are a con- stant source of trouble. The vapor systems are applicable to small buildings, but they require the use of radiators of very nearly the size required in hot water heating systems, while the atmospheric, modu- lating and vacuum systems require no larger radiators than do the old style gravity heating systems. These systems are applicable to build- ings of all sizes. These systems all require special type of valves on the return end of the radiator and on the supply end of the radiator a special type of modulating or fractional steam admission valve is used. The increased cost of such systems is very slight (usually not over two to four per cent of the cost of the old style gravity systems). There are available many makes of valves applicable to such systems. The vacuum system involves the use of a vacuum pump, which is an inexpensive and simple de- vice. In small buildings it may be operated by an electric motor. The saving of the cost of the 56 HIGH SCHOOL BUILDINGS Α. AWAR TATAXI PRESH AT IA AKU CLASS ROOM STITIA AVDITORIUM SYSTEM Auditorium Exhaust Fan. 12° 12' BOILER ROOM Arm CHNIA WLAN APPAR TYS ROOM WAIMIN 24'*12* COAL ATARATY 18:11 WALI 12*412* DOILEA BOILER WASHLR VALTYS BOILER naning HEATER DEMONSTRATION ROOM 18 VOTING ROOM COURT WYAIMIR Puan -23°112 "นะ" APPARATVS ROOM 8° 30' 22 48417 0 AVDITORIVA SVPPLY. 15*1 GIRLS G 8150 COOKING LABORATO: TOILAT NTYNN LIATM) MDOMOTO 3x30 O a PLAY BOYS TOILET 24*12 24 160x14 101 10° CORRIDOR 0 BOYS 13x12 0416 Jouts INDIVIDUAL DUCTS 3+1 12" o'tis suo 6289110 DLYD PRITI ROOM 23/12 23*12* 23x12 23412* 12X12" -12x12' I DRAFTING DEMONSTRATION ROOM ROOM 12412 LOCKBRS FINISHING ROOM DED ROOM BENCH 0 ROOM 12*112 N. CoYRT -BASEMENT PLAN. FITTING ROOM Вър ROOM PLAY GIRLS Individval Duct to cach room SEWING ROOM -G. I Stop Temporing, Coils Warm Air Picnvm Chamber Rchcater Prencate Mixing Canva> Connection Dampers Viplate) Fresh Air Fan Motor in Sound-Proof Hovsing Volvmc Domper in cach Dvct { Plote sa plate Air Washer and Humidifier Fresh Air Chamber Fresh Air intoke Window -Casement Windows * Square Mesh Wire Screen Air Motor 01 Braced HEATING AND VENTILATING PLAN. FOR THE WILLIAM H.M KELVEY SCHOOL BUILDING. BEDFORD AVE. AT PRIA ST. PITTSBVRG, Pa. CARLTON STRONG ARCHITECT. R.D. KIMBALL Co.ENGINEERS,NEW YORK CITY. Tempered Air Picqum Chamber -SECTION"A-A:- HIGH SCHOOL BUILDINGS 57 air valves, with the further saving made possible by a reduction in the size of the return piping system and its insulation, will go far towards covering the extra cost of the modulating and vacuum valves. If systems involving the use of air valves are used these air valves should be of the drip line type only, with drip lines to basement outlet. The source of air intake for the building should be such that the air will be free of any contaminating odors and dust. If the point of intake is surrounded by a well grassed lawn, and especially if air washers are used, little ob- jection can be made to taking the air in at the grade level, but it should never be taken in at grade level off a street or play-court. The tak- ing of the air from the roof level is to be com- mended. Possibly the best practice is to take the air from a level midway between the ground and roof, but not less than twenty feet above the ound, as the air will often be found freer of dust at this level than at the roof. If a gravity system of ventilation is to be used the usual type of cast iron indirect radia- tors will be found satisfactory. In connection with fan systems of air supply the pipe coils specially made for the purpose, or the cast iron vento radiation, may be used. The methods of applying these heaters are varied and depend upon the building conditions. Many types of fans are available for supply- ing and exhausting the air to and from school buildings. The most generally used, and the most satisfactory, are the steel plate fans. These may be either of the "paddle-wheel" type or of the new Multiblade pattern, the latter having the advantage of occupying less space and being more efficient in the consumption of electric cur- rent. The disc pattern and cone type fans should rarely be used and only where the air velocities and resistances existing are very low, inasmuch as this type of fan is capable of over- coming but a very limited resistance. Only in the smallest of school buildings should they be used. The installation of a number of small fan units is much preferable to the use of a less number of large fans. The installation and operation of the smaller units involve less com- plication in design and operation; a small sys- tem is always easier understood by the janitor, and a number of small plants rather than a sin- gle large plant will always be found a more flex- ible and satisfactory arrangement. Usually a sufficient saving in the cost of duct work is made to offset the slightly increased cost of a number of small units over the cost of a less number of large units. The use of small units permits of the distribution of same about the building in such a way as to involve less interference with the building construction and use of the base- ment. The fresh air fans are generally placed in the basement, and the exhaust fans are usually placed in the attic space or in pent houses on the roof, altho they, too, may be placed in the base- ment. Relatively few school ventilating plants in- clude air washers, altho the proportion of new buildings which are so equipped is rapidly in- creasing. This is as it should be for the air washer has many advantages. It cleanses the air from dust and bacteria, making it cleaner than it can possibly otherwise be made and it makes possible the humidification of the air in the most efficient manner. The best types of air washers (those seven and nine feet long) ma possible a limited amount of cooling in hot weather. Air washers are infinitely preferable to cloth screens of any type, inasmuch as they are much more efficient and more easily cared for. They are not complicated devices and are easily understood and operated by a janitor of ordinary intelligence. The cost of their installa- tion adds but approximately ten per cent to the cost of the heating and ventilating installation in small school buildings and this increase in cost drops to five per cent in large school build- ings. The cost of operation is very slight, as the same water is used over and over by means of a circulating pump for periods of one week to one month at a time, with only a slight amount of water added each day to make up for that evaporated; and the cost of electricity required to operate the motor driving the water circulat- ing pump is small. The period of time during which the same water may be used over and over, depends upon the quality of the outside air. It is the author's opinion that the use of the air washer increases the efficiency of the venti- lating plant by not less than twenty-five per cent. It is greatly to be regretted that a more general use is not made thereof. The desirabil- ity of clean, humidified air for the pupils in the schoolroom would seem to be so apparent as to demand the use of the air washers in every school building. Another method of bringing about the artifi- cial humidification of schoolrooms consists of an evaporating pan placed in the warm air cham- ber. This pan contains water in which is sub- 58 HIGH SCHOOL BUILDINGS 3 x 20 Vplo Ducts over Avditorium Ceiling MINCIPALE PRIYAN Ornce PRINCIPALS QUNRRAL Ortice PHYSICIANI ROOM TE o ofta CLASS ROOM CLASS ROOM CLASS ROOM VNGRADED Downto Exhaust TEACHERS ROOM Arrows in solid lines indicate direction of oir flow in cold weother Dotted orrows show direction balrin mild weather Rotating Domper from Presh Air Fon CORRIDOR DAPLOCTORS Koreniers chamber under sloor O o O o --- T T WORK ROON DI CLASS ROOM CLASS ROOM CLASS ROOM CLASS ROOM mushroom are opening KINDERGARTEN Q GLOAK ROOM AVDITORIUM .:. INDICATES RADIATORS FIRST FLOOR PLAN.- 1 o HEATING AND VENTILATING PLAN. POR THE WILLIAM H.MEKELVEY SCHOOL BVILDING. BEDFORD AVE. AT ERIN ST. PITTSBYRG, PA. CARLTON STRONG AACHITECT. R.D. KIMBALL CO.ENGINEERS, NEW YORK CITY. 26 x 10 14 410 144* X10 3318 12489 33'X8" 22 XIZ I z' X8 48'x12' or 22°*12 Toilet Exbavst Fan. B+ Closs Room Exhavstron Discharging through Ventilator Honroof 8"x 8" 15 x 17* Volvme Damper 22'x17 at end of eachdrce 18*X15* 18'XS* -18**15' 16 X16 exico 12x -ATTIC PLAN.- -SHOWING EXHAVST DUCTS, soʻdia. Ventilator Hood 46 x 72' Yentilator Mood Damper Convos connection General Exhaust Damper Carvas Confections Tolle Exhaust Pan Motor Motor Halved at corners, finished and dressed in oil, beveled edges. HEATING bend VENTILATING PLAN. 4X6 Yellow Pine. Yo Sheet 2. Compressed Cork FOR Steel Washers Lead Log Screw THE WILLIAM H.MSKELVEY SCHOOL BUILDING. Rubber Washers- Nuts countersunk below 2° Compressed Cork top of fondotion BEDFORD AVB. AT ERIN ST. 7 Soft Pine Boards 24 G. I. Sheets PITTSBURG, PA. 4X6'Sprece or Soft A Bolts extending through CARLTOX STRONG ARCHITECT. Pine Timbersa Concrete Floor Slab with 4x6x1' Piano felt pad's Xx6Square Plate Washe: R. D. KIMDALL CA ENGINEERS,NEW YORK CITY. FOVADATIONS FOR MOTORS & PANS IN ATTIC SPACE. 001 ZIONAR SECTION "B-B – HIGH SCHOOL BUILDINGS 59 | merged a steam coil, the purpose of the latter being to evaporate the water, the vapor being liberated into the air passing thru the chamber to the schoolrooms, Attached to this tank is a float chamber automatically regulating the sup- ply of water to replace that which is evaporated. The degree of humidification, in this case, as in the case of the air washer, is automatically con- trolled by means of a pneumatically operated humidostat, very similar in operation, to the thermostats used for temperature regulation. The practice of producing artificial humidifi- cation by means of injecting steam directly into the air duct meets with very little favor, prin- cipally for the reason that in the majority of cases this method will produce an odor which is objectionable. The same objection applies to the method of spraying water on the steam air heaters, by which it is evaporated. The expense of artificial humidification is not affected by the method used. In general, four methods are in use for dis- tributing the air from the air heaters to the classrooms. The first of these is incidental to the gravity system only, in which case the air goes directly from the indirect radiator into the base of the vertical flue leading to the classroom. The second method is the single trunk duct system thru which the air is driven by the fan, this duct reducing in size as branches are taken off, with volume dampers placed at each branch connection or at the base of each flue. In the single trunk duct system mixing dampers can- not be used and this in itself is a serious objec- tion to this system, there being available no method of varying the temperature of the air admitted to the room to meet the individual room requirements. The third method is the double trunk duct system, in which an upper duct, of such a size as will carry the full amount of air required for ventilating the building, is paralleled with a duct directly beneath, of one-half to two-thirds the size of the upper duct. The upper duct car- ries air at the maximum temperature required for ventilating the rooms while the lower duct carries air at approximately twenty degrees less temperature. At the base of each heat flue, branches from both these ducts are joined to- gether and at this point a mixing damper and a volume damper are installed. The mixing dam- per may be automatically or hand-controlled from the room, preferably automatically. The fourth method is the individual duct sys- tem in which a separate duct is carried from the fan or plenum chamber directly to the base of the vertical flue which rises to the classroom. The plenum chamber is divided into upper and lower parts, the temperature of the air passing thru the upper chamber being slightly higher than that required for the ventilation of the rooms, and the temperature of the air in the lower chamber being approximately twenty de- grees less. Connections are made from both of these chambers to the individual ducts with mix- ing dampers in each connection automatically controlled by a thermostat located in the school- room. In addition volume dampers are installed in each duct to regulate the volume of air sup- plied to each room. By reference to the accompanying illustration showing the basement plan of the Wm. H. Mc- Kelvey School, of Pittsburgh, the general ar- rangement of such a system will be observed. In this case the air is taken thru windows into a fresh air chamber from which it passes thru tempering heaters, air washer and reheaters into the double plenum chamber. From there it is forced by a motor driven fan into the ducts, with connections from the upper, or hot air chamber, and the lower, or tempered air cham- ber. An individual duct runs to the base of each vertical flue communicating with the classrooms. Every mixing damper and every volume damper is placed directly at the plenum chamber, mak- ing for ease of adjustment and manipulation and assuring better attention on the part of the janitor. Such an arrangement is certainly more intelligible to the janitor. The chief advantage of this system, however, lies in the fact that exactly the required volume of air at the exact temperature demanded by any and every individual room may be had, as required. Manifestly a building has four sides. One or two sides may be subjected to the warming effect of the sun while the other sides of the building may be subjected to a severe cold wind. Under such conditions the rooms subjected to the cold wind and shade may require their air supply at a temperature as much as ten degrees higher than the room on the warm, sunny side. This demand is adequately met only by the in- dividual duct system and it cannot be met by the trunk duct system in which air of the same temperature is supplied to every room. The direct radiators in the room cannot be properly depended upon to overcome this difference in temperature requirements for the reason that in the sunny rooms it may become necessary to ad- mit the air into the classrooms at less than room 60 HIGH SCHOOL BUILDINGS temperature to prevent an excess temperature, while on the other side of the building the air must be admitted at several degrees above the room temperature in order to maintain the tem- perature desired. It may be claimed that the direct radiators should maintain the balance in heat requirements but this has not proven satis- factory in practice. It interferes with the sepa- ration of the heating and ventilating elements of the system. This is especially so in that the direct radiators should not be used during the school hours in mild weather and at such times the temperature of the room should be controlled by the regulation of the temperature of the air supply. The installation of the individual duct system increases the cost of the ventilating system by two and one-half per cent in large buildings and five per cent in small buildings, but, inasmuch as results obtained are decidedly superior to those obtained in any other system by making it possible to meet every varied demand in the different rooms it is certainly well worth its cost. This system has little or no effect on the operating cost of the plant. Many of the same results as credited to the individual duct system can be obtained by the use of the double duct system but at a very slight difference in cost of installation and with the serious objection that it involves a compli- cated system of duct work with mixing and vol- ume dampers scattered all over the building. In many cases these dampers are necessarily placed in inaccessible positions; thus they are hard to get at and their location is often forgot- ten and more often neglected. For these reasons the system is much more difficult to maintain in an efficient condition and the results obtained are correspondingly less satisfactory. Temperature controlling systems are very generally understood but they are unfortunately not as generally used as should be the case. The automatic temperature controlling system is too often regarded as a luxury when it should be regarded as a necessity. It not only results in fuel saving, equal to not less than ten per cent and possibly twenty per cent of the annual fuel bill, but more important still, it prevents exces- sive temperatures in the classrooms, which have been shown to produce injurious effects on the pupils. In this instance, as in other details, the welfare of the pupils should not be permitted to suffer for a saving of five to ten per cent on the cost of the heating and ventilating plant. In some instances the temperature regulating system has been applied to the direct radiators only, or to the mixing dampers only, where both radiators and dampers are used. This is a seri- ous mistake, for successful results in tempera- ture regulation cannot be obtained where a part only of the heating elements are under auto- matic temperature regulation. In the case of such an omission one element of the heating and ventilating system is constantly working against, and upsetting the work of the other. With the vapor, atmospheric, modulating and vacuum systems the use of the intermediate act- ing thermostat is most desirable because it reg- ulates the supply of steam to the radiators and the movement of the mixing dampers in a grad- uated manner in accordance with the demands for heating. Thus, in mild weather but little steam is admitted to the radiator; and the posi- tion of the mixing damper is changed but slight- ly, with more steam being admitted to the radia- tor and a greater change in position of the mix- ing dampers occurring as the outside tempera- ture becomes lower, the full quantity of steam being admitted to the radiator during extremely cold weather only. Such a method goes far toward eliminating the overheating of the room and the discomfiture of the pupils sitting near the radiator. A great deal could be written concerning the location of the fresh air inlets and vitiated air exhaust openings in the schoolroom. This is the subject of a great deal of discussion but one general principle is thoroly agreed upon. The number and location of both fresh air and vent openings should be such as to secure a thoro diffusion of the air thru every portion of the classroom. It has been demonstrated that such results can be obtained with the usual practice of one or two fresh air openings on one side of the room eight feet above the floor with a single ex ust opening on the same side of the room at the floor. The air openings into the room should, as far as possible, be directed towards the windows or the openings should be located in one of the end walls as near as possible to the windows with the exhaust opening at the other end of the same wall near the floor. Much has been written regarding the desira- bility of admitting the air thru or near the floor and exhausting it near the ceiling, but this has not been satisfactorily worked out as yet. Pro- fessor Bass has made extensive experiments in admitting the air directly in front of the face of the pupil and exhausting it at the ceiling while reducing the volume of air. This plan fails in the air bathing of the body in general. A further criticism of this experiment lies in HIGH SCHOOL BUILDINGS 61 COST DATA ON SCHOOL BUILDINGS BUILDING GATE CUBITURE FLOOR OCCU per per per Besc Hay ELEC.FIXT. PLAYVACS. ELEV llllll Illll 111 1111111 554 10010 110110 11111 III 4.7 1 PERCENTAGE COWTRACTS BEAR SQ.FT NO. COST OF BUILDING COST OF HEAT UVENT. COST OF ELECT. STST. COST OF ELIGHT.FIXT. COST OF PLUMBING COST OF VAC.CLEAN OF OF COST OF ELEVATORS TO TOTAL COST OF BUILDING per per per per per per per per per per la per over pur per per par per TOTAL TOTAL AREA PANTS TOTAL TOTAL TOTAL TOTAL TOTAL CU.FT.SOFA OCC. CUFTSOFT OCC. WFT SQ FT. OCC. CU.FI/SO.HOCC. IUFT.JSOU OCC. WAS.FT. OCC. KUF7. SOFT OCC. WATT SCHOOL 1915 1070000 6280 700 202,908 1.189 3.2420905 28,993.027 463 4142* 5,575.005.089 7.96 $ $ 10400.01 1.166 14.86% 14.31 28 5.1 PITTSBURGH, AA. 480 WASHINGTON SCH. 1914 375,000 88.652 .237 184.70 10,400 027 21.70 1,735.004 3.61 IDOO 0027 208 3,518.009 7.33 E. ORANGE N.V. 11.71 1.91.1 3.9 WM. H. MU HELVEY 1915 1055,263 53,460 53,460 700 PITTSAURGH, PA. 700 | 227,254 215 4.25 324.65 28,949 1.027-542 41.36 13575.013 .254 1939 5,990.006.112 856 12.7 26 6.0 COS COA SCH. 1915 491,759 27,260 GREENWICH, CONN. 78.300 1.159128914133 1400.002 .051 252 1.7 VAS. E. ROGERS 1,197,000 56675 700 PITTSBURGH, PA. 233,613.1954.12.333.73 26,537 1022 1468 57.91 13,800.0121.244 19.71 5,560 1005 .098 7.94 11.4 24 5.9 WETHERSFIELD AVE 600 975,500 53280 190,275 .195 3.57 $17.00 29,850 03 56 49.75 6842.001 .12811140 12214.013 .229 369 1.3281.0011.025) 2.21 HARTFORD, CONN. 15.7 3.6 64.7 GLADSTONE 590,000 35,368 437 PITTSBURGH, PA. 149,100 1.253 4,21 34111 14,960 .025 .423 34.23 3,370.0037.095 771 82701.014 .23418.90 10.01 2.3 5.5 DILWAPTH GRADE 992000 52790 PITTSBURGH, DA. 52790 700 211,953 1.214 4.01 30280 22,673.023.43 $2.39 5,135.0052.097 7.33 1 1432 1.012.2171 200 10.7 24 5A MONTCLAIR H.S. 2125000 125481 1500 424,010 .20 3.37353.34 MONTCLAIR, N.J. 54,500.026 433 4542 9,100.004 .072 7.58 15,000.007 0.11912 50 12.9 2.1 3.5 ELIZABETH H.S. 19151662700102356 1200 333,000 20 3.25 277.50 34,949 .021 341 29:43 ELIZABETH, N.. 24,567.614.24 2047 8822.0053.086 7.35 10.50 26 7A H.S. BRIDGE PORT, COW.19152016200 117,633 1040 400,000 :198 3.40 58460 41,000 .02 .349 19.42 66801.0033.057 6.43 19,095 .009.158 1836 10.3 1.7 MERIDEN H.S. MERIDEN, CONN, 1,082223 11 50 165,14 1.152 143.60. 26,800 .024 6.30 7.780.007 6.76 2400 .0022 2.18 6,9101.006 6.00 1,151.0011.021 1.00 728 16.21 47 1.4 4.27 ALBANY H.S ALBANY, N.Y. 21 14,400 1404001218 593,262 .28 4.22 487.06 67,156 032 .481 55.14 33,4600158023 2747 9000.00421.062 | 7.38 27,775.013 .1972280 11.3 5.6 4.2 5.6 4.2 | 4.7 MT. VERNON H.3. MT. VERNON, N.Y. 1914 1367,300 805 252.874 .185 314.12 32,091 .024 3986 6,500 1.0048 807 14,500 1.0106 1801 1271 24 5.7 NEWARK, Soch NEWS 1913 1,809000|100,600) 1200 336,000.186 3.34280.00 53000 .029 1.526 14.16 13,775 10077.15711A8 3825 .0021 3.18 12,000.011 10.00 2,100.002 1,75 75.08|15.5 4.11.9. 3.6 62 T. LOUIS H.S. ST. LOUIS, NO 3762000183,500 2500 666,000 .177 3.63 20640 136,281 1.036 |.743 54.52 21800.0068.1.19872 25,000.0066.136 10.00 4850.0011.026 1.94 2500 10007.015 100 20.51 32 371 73 .37 GERNYANTONIN DISTHS PHILAD. PA, 5345,000 214,000 3000 784,954 1.146|3.66 261.70 97,527.019 456 52.51 30,000 10056.14 1000 210001.0039.098 7.00 1600.0003.007 .33 12.31 3.6 2.7 SCHENLEY H. 5. PITTSBURGH PA. 4,500,000 265,300 1800 970,126 :216 3.66508.30 150863 .033.5698381 35,900|008 .135 19.94 42,263.0034). 1592348 0000 003 .022) 333 15.5| 3.7 44 61 H.S.OF COMMERCE SPRINGAELD, MASS. 3195000 195000 1600 663,444 1.208 3.40 414.60 92744 029.476 57.96 25,517 1008 .131 |15.95 32,000.01 1.164 2000 1,700.0005.008 1.05 14.0 39 4.8 125 NEW BEDFORD 74.5. NEW BEDROR MASS, 1450,000 93,500 1200481,222 1.3325.14 401.03) 42,300 .029 452 3225 10,969 0076,117 914 34,753 .024 .3722896 3200.002.0342.66 8.81 22 72.661 H.S.OF POATICAL ARB AWTCW, 14459 1,222,90068250 1000 300,850 1.246 4.41 300.85 23,390 1:019 1343 23.39 22346 1018 -327 21.35 14,926 .012 1.219 14.93 7.8 7.4 5,0 NATICK HS NATICK, MASS. 65860039450 39450 500 95,74 5.145 243191.50 144904.022 1367 28.98 2.250 1.00341.057 4.50 4480.00681,114 8% 900.0011.023 180 15.124 4.7.09 SALEN H.S SALEM, N. 352,464 367 60,520.171 161.00 7,900.022 RL 52 986 1.002 270 2,1091.005 5.75 13.2 1.6 35 VOCAT2 SCHOOL FRANKLIN, N.J. 443858 450 58797.132 13060 -6872 1.015 15.27 1,247.002 277 2496).005 554 11.5 2.1 4.2 MARALEHEAD HS. MARBLEHEAN MASS. 583,600 36850 300 107,013 1.183 2.90135670 12,784 022 .347 44261 531 1009 1.144 17.70 7,100.012 .193 23.67 11.9 50 6.6 HARTFORD H.S. HARTFOR COWN, 1888000 89880 1000 89880 1000 419,082 .222 4.66 419.00 68382 .036 1.76 6838 95501005 1.106 955 14,150.0075.157 14.15 34 CENTRAL H.S. NEWARK, N.. 19112,683,000 1400 571,000 1.213 07.86 50,848 1.019 36.32 3,200.2012 2.28 22222].008 15.89 1.667 1.001 1.78 52 3.9.29 EAST SIDE H.S NEWARK, N.v. 1911 1,074,000 600 249,883 .232 WAT 31,738.03 5287 2464 1.012 20.77 2,691 0025 448 12,783 .012 21.30 1,347 .001 224 758112.7 5.0,1.1.08 5.1 NORMAL NEWARK, N.v. 1912 1,148000 560 247,077.215 141.21 30,770 .027 54.94 5200 1005 9.28 4,587 004 819 7,843.007 14.00 1,014 1.001 1.81 79.74 12.7 2.1 1841 3.2 A2 CLEVELAND NEWARM, M.v. 1912 1,164,000 1665 | 241,222 207 14488 27,840 .024 16.66 4,096.004 246 1800 1.0016 69901.006 4.19 1,0621.001 .66 82.78 11.41 1.71 78 2,9 RIDGE 11911 NEWARK, N.J. 682600 770 115,556.169 16044 14240,02) 1862 2297|003 2.98 A 70.0021 1.90 4.085.006 5.30 998).001 130 80.3 12.3 1.9 1.15 3.5 35 WEATER 191) NEWARK N.v. 687,000 720 122,860 .178 170.64 13400.02 18.61 24 1 51004 335 1,59010023 220 4250.009 8681 1,100.002 1.52 MONTGOMERY, NEWARK, M.V. 1911 769,000 1035 140,973 .183 13621 14450.018 14.00 2623 003 2.53 1,6031.6021 160 5,987.008 5.79 1,000.001 .96 8353110.3 .91.19 4.2 .71 PESHINE NEWARK, H. 1911 592,700 630 105,343 1.178 167.21 11.793 .02 18.72 2,598 1.004 4.12 14300024 220 4.490.008 7.11 1,164.002 184 79.14 16.2 24 1.36 4.2 1.10 WEST SIDE NEWARK, Nov. 1911 670,000 765 115,092 .171 15045 12,600.019 10.40 2690004 3.51 145010021 189 4980.007 6.51 9691.001 1.26 80,3 11,0 231.26 4.3 .84 LAFAYETTE NEWARK, N. 1910 550200 675 125,313 .228 18.64 14,592 1.027 21.61 25341005 375 5,018 .009 7.13 20 4.0 Il Il Il 16.3 23 8.9 1.13 Tullill Illllllllllllllll Illlllllllllll 7797|12.11 2011.45 50 50 lllllllllllllllll COST DATA ON HEATING AND VENTILATING SYSTEMS, 1 62 HIGH SCHOOL BUILDINGS the fact that the results obtained were compared with the results obtained in another classroom ventilated in the ordinary manner, with satis- faction expressed because the results appeared to be practically the same in both rooms altho a reduced volume of air was supplied in the ex- perimental room. It seems to the author that the results aimed at should be to determine how much better results might be obtained with the individual air openings and usual amount of air supplied as compared with the ordinary fresh air inlet and single exhaust. Professors Winslow and Baskerville studied this problem of air diffusion in classrooms of the New York City schools and found therein satis- factory results with the standard methods of classroom air distribution. The problem of air diffusion becomes much more serious in large rooms, and especially in auditoria. In the latter the general rule should prevail that no member of the audience should be further than thirty feet from a fresh air in- let and air exhaust, with special attention given to the spaces under the galleries. The applica- tion of such a rule would eliminate many of the complaints made regarding auditorium ventila- tion. Where the seats are permanently fixed the best results can be obtained by exhausting the air thru the floor by means of mushroom open- ings and supplying the air thru openings in the walls or in the ceiling. The reason for urging the exhaust of the air thru the floor, rather than the supply of air thru the floor, is that in order to prevent excess temperature in the room air must be admitted at ten to fifteen degrees less than room temperature. Air at such a low tem- perature cannot be admitted in the immediate vicinity of the person without producing a seri- ous chilling effect. In warm weather, when the outside air is of a higher temperature and the immediate relief of heat is essential, it is desir- able to reverse the direction of the air current so that the air may come up thru the floor, pass up over the body, and go out at the ceiling. Such a reversal of the ventilating system can easily be made by the use of a reversing damper, as il- lustrated on the first floor plan of the school building ventilating system shown herewith. By reference to this print it will be observed that the air for the auditorium leaves the fresh air fan and enters one side of the reversing damper, leaving in such direction as to pass to the space over the auditorium ceiling, thence down into the room thru openings in the ceiling. It leaves the room thru mushroom openings in the floor and passing thru ducts to the rotating damper at one side, leaving it at the other side, thence passing to the exhaust fan. In mild weather, , when it is desired to reverse the direction of the air current the damper is changed in position 90 degrees and the air is then directed from the fresh air fan to the space under the floor from which it enters the auditorium thru the mush- room openings, passing upward over the people to the outlets in the ceiling, from which it is drawn by the ducts down to the rotating damper, entering one side thereof and leaving the other side to the exhaust fan. Practically no compli- cation is involved in such a scheme and by its use all the advantages of the upward and down- ward system of ventilation may be had at will. An extensive study of the space requirements for ventilation plants has been made, under the direction of the author, in connection with forty school buildings, with the result that it has been found that approximately one and one-quarter square feet of floor area is required in the boiler room per thousand cubic feet of contents of the building, with approximately the same allowance for fuel supply. The space required for the fresh air plant, that is, the fans, heaters, air washers, motors, etc., varies from one square foot to one and one-half square feet per thou- sand cubic feet of space in the building, while the space required for the exhaust air plant is approximately half of that required for the fresh air plant. The height of these spaces de- pends upon the size of the building and its appa- ratus, varying from seven to fourteen feet for the fan rooms and from twelve to twenty feet for the boiler rooms. Usually the floor of the boiler room must be from two to eight feet be- low the level of the floor of the fresh air heater rooms, unless vacuum heating systems are used. The usual size of the fresh air and exhaust flues for each standard forty pupil classroom is found to be four square feet in area in both the fresh air and vent flue, altho a number of sys- tems are designed with three square feet of fresh air and vent flue areas each. These areas are increased or decreased as the number of pupils per room is increased or decreased. Similarly a study of the cost of the installa- tion of heating and ventilating plants was made in the same schools. It was found that the pre- vailing custom of apportioning a certain per- centage of the total cost of the building for the installation of the heating and ventilating plant is of no value as these percentage ratios vary more than one hundred per cent, even with sim- ilar classes of installations. For a given size of building the cost of the heating and ventilating system will be approximately the same whether the building is a monumental stone structure or HIGH SCHOOL BUILDINGS 63 or a plain wooden structure, but the percentage of cost of the system will be very different. As a result of this study the following scheme of classification has been arrived at: Class “A”—Plants providing for fire tube boilers, double fan systems, air washers and humidifiers, individual double duct systems and modulating control of direct radiators and mixing dampers. Class “B”-Same as Class “A” but using auto- matic stokers and water tube boilers instead of the fire tube boilers. Class “C”-Same as Class “A” but eliminating the modulation control of radiators and dampers and using the single trunk ducts. Class “D”-Same as Class “C”, except that it eliminates the use of air washers and humidification systems. Class “E”—All other systems. Manifestly there are many combinations of equipment which render an exact determination of classification difficult, but in general this classification has proven satisfactory. After a careful study of this method of classi- fication and the figures on costs as thus obtained, it was found that the only satisfactory basis of determining the cost of the installation of the heating and ventilating plant was on the basis of the cubic feet of space in the building. The variation in costs within the different classes of systems is rarely over ten per cent from the average, the greatest variation occurring in Class “A.” The resulting costs are as follows: Class A, cost of plant per cu. ft. 2.7c to 3.3c— average 3.1c. Class B, cost of plant per cu. ft. 3.3c to 3.8c— average 3.4c. Class C, cost of plant per cu. ft. 2.2c to 2.5c- average 2.4c. Class D, cost of plant per cu. ft. 2.2c to 2.3c- average 274C. Class E, cost of plant per cu. ft. 1.9c to 2.2c- average 2.1c. If classes D and E were but abandoned and a proper amount of skill were used in the design, installation and operation of the remaining classes, a sufficient appropriation being pro- vided for the installation and operation of the ventilating plant, it is believed that little basis would be left for complaint as to the success of the artificial ventilating system. Classes D and E are the result of a too limited appropriation, a demand for too large a building for the funds available, too much ornamentation, or too much equipment, or, in other words, an attempt to build a $100,000 building with a $75,- 000 appropriation, the greatest sacrifice being made in connection with the heating and venti- lating plant. Better were a proper building, well equipped, even tho smaller. The author is encouraged to believe that a more general appreciation of these facts and of the possibilities of the artificial ventilating sys- tem is now manifesting itself. As a matter of information it is interesting to note that the cost of the plumbing equipment for school buildings ranges from three-quarters of a cent to one and one-half cents per cubic foot, the average being one and one-tenth cents. The cost of electric equipments, exclusive of electric power plants, ranges from one-half to one cent per cubic foot, the average being seven- tenths cents per cubic foot. In the case of the heating and ventilating, plumbing and electrical work, the costs seem to be approximately the same in grade schools and high schools. The appended table gives in detail the cost of various portions of a number of school buildings. PLATES 99 HIGH SCHOOL BUILDINGS CENTRAL HIGH SCHOOL, WASHINGTON, D. C. William B. Ittner, Architect, St. Louis, Mo. Snowden Ashford, Municipal Architect, Washington. HIGH SCHOOL BUILDINGS 67 it UNI ROOT OVER GYAL, AR INTAKE AIR INTAKE UPPLE DAN. OT STAGU CLASS 24-1/i' CLASS کرکره CL CLASS: CLA CLASS 2*** CLASS 14.261 CISA il'r COLLIDO ܐ c ILM. STOLL STORU LLI 10 class devojke SDA CLASS 24.97i ܧ WOMLM MACH. MOMIX TEACHES CORLIDOR CORRIDOR doLLID o OYS TOILET, count 5ox do COULE 50x30 STORY PILT. CLASS 11,971 UL CLASS 2tini CLASS 24.33 CLANS 24uJt eile L. LMKY LNTRY CLASS 26625 ALL ALL 24 x 46 Music 6 Arts & CRAFTS • JTOLL MT mu -232 0132 ANS ACLARIS WIK vo. INSY INST CLASS JYON THIRD FLOOR PLAN, CENTRAL HIGH SCHOOL, WASHINGTON, D. C. . 111,' TAN TALLI 41 URREL PAR or GYM Flor AIL INTAN AIR INTAKE سامہ کر ه بدسا:UPP Chais 24-311 CLASS 24.311 CLASS 24.SIL برلههمهع CLASS 24.261 .دیA 2.2.1 دکمه های CLAJU 24,311 24.311 2.1316 INST. COM I DO 12'w. COLLIDom 12'. OLCAN INST PRAM T TA CHERISTLY PHYSICS STON STO CoLLLDO CORRIDOR CORRIDOR Cohenol'my. BOY : DILLI. COULT For 80 COULI Sondo GIL TOKY LECTUOL LLCTUR JMITI BALCONY buvo PHYSICS CHUAISTU ܐ ܬ ܝܐ ܘ D o Home INSTRy D. LETVE CLASU 24025 CLASS CLASS CLAN .دهم لے LET 23 M. 2473s STACK 1001 I BADLARINI 110 11415 01 CHEAWYTY 2bx PHYSICS ZAJI WORK SECOND FLOOR PLAN, CENTRAL HIGH SCHOOL, WASHINGTON, D. C. 89 HIGH SCHOOL BUILDINGS VW WWW WW WWW NO 山田​山山​山山​山山​山山 ​STADIUM FRONT, CENTRAL HIGH SCHOOL, WASHINGTON, D. C. William B. Ittner, Architect, St. Louis, Mo. Snowden Ashford, Municipal Architect, Washington, D. C. HIGH SCHOOL BUILDINGS 69 INST. GILLET Focus! SHOWER QILLS. YMNASIYA • SO 100 USL M. ? ܘ ܘ OIL unor ܘ ܘܐ OYUL SMOLN. JKY LIGHTS SKYLIGATS со $LI NR, KITAME MA INTAKE 24 x 32 X JIGU 5. 100' WIOLOGY, As PRINCIPAL . 10-8 CLASS 2** Jls ܙܝܐܬLe30 CLASS 24. CLAN 26439ť CORRIDOR CORCIDOR BIOLOGI zo'n 17 122.22 - 111 $ Tow n', COLLID .12. INSY. CLASS.. Zerti 1 DIOLOGY zaxao XINTZICALE MOXLX. TUICHELS coulL. AUJO I ZALIVE CAp. Wago Total cop. Iko55 COLLIDO COULI ΦΟΥ KOILLT. CORRIDOR GILLS : TOILET Sordo CoLLL_Do COLLIDO CLASS Luci 220 JAN Chads PHYSIOGIN ziano' I D Nx75 26650 ENZIT 2UULI CLASH 20 25 Clasd. 24 25 CLASS 74-25 Class. 244.25 CLASS 2+62 CLASS 24. . CLASS 24-26 NAL 24 AS LITLAMEL HALL LALLG U Puan Orrick PHYSIOGINIT zisz " koosi Alan CLANS 24 25 YEIT. VIT. THANAL Bobca 1.NET 171.' Moneteor FIRST FLOOR PLAN, CENTRAL HIGH SCHOOL, WASHINGTON, D. C. 2 2o A EX AJU. furt FOUNING Koen SAWAT HACTOR Top light WOOD TURNING SHOP 30175 ciul mujiliilll TOCK RA Toplight MOULDING SHOP 2+137 TOOL DM. Toplight FORGE SHOP. 30. To ligar GLUL LOOM SKOP CORRIDOR TIT BOYS GYANASIUL - 50*1100 Nove Bays loodus a showers ar meung Phoor. Top light Top lignt. WODD. WORKING SHOP JO. 62 STOCK E PREP. JOJ SHOP COLRIDOR. Troplight INTR. OPER Tur LECTURE & WASH. TOOL TOILLT RM. LO ER SH. I MINYA Nuh Toplight MACHINE SHOP JO16+ unin AIR INTAXL KITCHEN GYM. LOCKEL STORAGE STORAGE ML INTAKE DOYJ GOCLLLS: GILS LOCKLI CORRIDOR WAT U ENY STORE RM. KITCHEN Yle Juil IKI Umut 110 11 CICAL DLAYIKO ENJATON VOXLN JANITORS COU'LL COULI # COLRIDOX GUS Lock TA sox so LUNCH LOOL Capoeing 000 GILLS IYOILLE 0 INTEY JAMME urou ENTRY KICHNICAL SLAWING COLLID Lhow, 4 CLASI CLASS CLASS CLAOS : LMTANCL. . SEWING . LAUHDLY 24. J: STOL STORU STOL coourg JEWING W 261 ALLA YET. STORL YOST. Alza. Imag GROUND FLOOR PLAN, CENTRAL HIGH SCHOOL, WASHINGTON, D. C. 1 70 HIGH SCHOOL BUILDINGS SIDE VIEW, CENTRAL HIGH SCHOOL, WASHINGTON, D. C. LAULIC VANA AINLPTIC LET 1 HMI sure I LOUNG UWIAMING 200L SA AUNOLY COAL 2475 GZILLOU DOILE LOOL COAL JTORAGE I COULDOR COLLIDOL STORAGE + TRY DOYS LOCKEL KMJ HOWELS GOLS LOCKLR KM. ENTLY RIFLE RANGE INSTR JTORU JTORE ASH PLZ LNTLY det LUMBLR STORE RUM PAL, LOOX. TAN ROOM AREA SERVICE CORRIDOR. ORGAN MOTOR LOOM ORGAN MOTOR ROOM FAN ROOM * VIVONVI DOYS LOCKER 2M TUNNEL TUNNEL L TUNNEL B BASEMENT PLAN, CENTRAL HIGH SCHOOL, WASHINGTON, D. C. HIGH SCHOOL BUILDINGS 71 & AR MAISON I $ TES Durbar High School Wash.D.C. DETAIL OF THE MAIN ENTRANCE, DUNBAR HIGH SCHOOL, WASHINGTON, D. C. Snowden Ashford, Municipal Architect, Washington, D. C. 72 HIGH SCHOOL BUILDINGS PAUL LAWRENCE DUNBAR HIGH SCHOOL, WASHINGTON, D. C. Snowden Ashford, Municipal Architect, Washington, D. C. HIGH SCHOOL BUILDINGS 73 : will munu 17 12 11:17 IMIIA ///// WWING. SLAG Roor MIMPIATinna D. Mia W.XX Four KIR CUMBER 1 FOUL KIR: CHAMBER 111 7.2.7 XY 1.11. 11119 INT.MINIT NA 17.rnwir WAX MDC 0 WALK Dark Room EWIATION Room DRAWING Roar CORRIDOR FOUL MIR Four Air CHAMBER 91 CHAMACE , ܙ ܙܢܥܟܥܟܥ. E- lo COMmum 7777777 wwwqw.7"/AnVimmer WWIA 141 CAMIWUMTI.77.74"UNI1111.472.717. A MIWILINMIWA WAHUTZ A DANING ROOM A'LI Museurs 口​口 ​DRAWING Roos II A II NaN f: with Brave DMRL Store Panah) THIRD FLOOR ATTIC PLAN Sexle%6 INCH=1-02 THIRD FLOOR PLAN, DUNBAR HIGH SCHOOL, WASHINGTON, D. C. 74 HIGH SCHOOL BUILDINGS Saw Ymchwist animchine DRwany DomBDTIC BCILNCN 11 Story Room ilmini 18 010 Cass Room Cws5 Roong 7 CCILING LIGHT, COILING LIGHT! LILIIT FTTINI 79 ÇLASS ROOM 0109 GALLERY GIRLS TOILST TID UPPER PART OF ASSEMPLY HALL GALLERY Bor's "TOLET CLabs Room bol 000 Tetofola WID The's Noor TEXCHER'S Room 80 Class koon 008 CL*35 Room spreme rammer on CORRIDOR CORRIDOR CLOCK DF DE Clock/ Wil Willi ADIDAS ZAZN 81) (07 Class Room CLASS Room STRUTTITOM. 92 CLASS Roorg 91 STUDY HALL 90 0 87 I Class Room CLASS Roon 86 I kass Rooms LID: Klass Roogl t Locker Room 0 098 (106 Class Rooms (82 Class Room 10 SECOND FLOOR PLAA SCAICO INCX=1:02 SECOND FLOOR PLAN, DUNBAR HIGH SCHOOL, WASHINGTON, D. C. HIGH SCHOOL BUILDINGS 75 -.-. artiny UR. Buro Pour (24) Citas Rooms 05) DRESSING Rooy Bac Noor DRESSING Roon ST*Ge. CLASS ROOM CONSERYTORY SL*a Roor ORGAN Sono WWWWW Roor ویدگر rental Panorum . 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FIRST FLOOR PLĄN, WEST PHILADELPHIA HIGH SCHOOL, PHILĄDELPHIA, PĄ. WEST PHILADELPHIA DISTRICT HIGH SCHOOL OF POWER PLAMY voor ons were PORTION TRIO (0) 1972 MED ET DNI TIYY ON I toor v LOW PORTION O rol A. 87.0 ON aw TELLACL TOOL 400 Wood ENN LOON OPEM LONY wts rool LOON OENCW ROOM a. U 21.26 OFPICL . 1 ortice 6 so'. 25 00 CORRIDOR RAY DOV! PAM WORD Ouma 100 OR USING AOOK 19000 TAO 990000 PVPILS TOILET PUPILS' TOILET NI wTool! LECTURE LOOM OP O. UN LIS. PASSAR AVOITORIUM PASSADC BOYS YARD 101m. KULATORY ROON LOYI YAKO NORTA CORRJOOR ALAT Com 9,001 CORRIDOR 9:0° wou SOVTM MANGE 00 OII OPN Nrio LADLATORY 36.2 PASSAOL PASSA 2 OLAN O EN ! IXIT NITA ZATO SWU VALODU O.N. - LAST CCPTON KOOK CAD or DEP I.,01 LIORARY so: US 11° PACITAS TIYATL Orice TACUL Room GUNERAL CTTice wös PTID Journ CLERC TOULOT otvoren 18. o. COM MAIN LANCE ROPLETY LINI CPROPERTY LINE 20:91 B.OYS BUILDING FIRST FLOOR PLAN SCALE MOIMCH. } foot HIGH SCHOOL BUILDINGS 103 2 SPACE TO SD 300DIVIDUD ADA EGGS Saurr. Akaa. ID D. DO 13'ta (17) 19 NOAD 이 ​40 (18 Dery. DO Jo'xes 15 WARDRO WEST CORRIDOR a'c' WIOR 20 21 VALDEI EAST. CORRIDOR 8:6 WID?. STOO.. STORAG. UN STORAO STOLaat LATIT PASSA INICAN orrtt. PAN OP STADD. be MIN тхои toon 99999 PIL M TAGNERS KOOM. OILOT PANASO Urrer PÅLT OF STAG) WOMEN TEACHERS Loom 01100190 PUPILS TOILAT LOGMION. An. colebie! Jani D Pupilo TOILET PUPIL TOILET AAC bloemet ta LOTURE ROOM 21 47CTORE ROOM Xx25 OPIN E OPEN. OPEN FORRIDOR DRIDGE MINATION ROOM. R PASA4. ORIOOL South WIDE NORTH CORRIDOR 13:0WIDA NORTH.CORRIDOR 18.0WIDE Okipan SouTCORRIDOR DRIDOS KANON ROOM exl 122 W.25 • OPON OPEN. 5 OPLN OPEN ABORATORY 님 ​DRIDOS Anpas DRIDGA CYIT ORIDGE LADOLATORY XX2S OPEN -- AKY-DATING CAPACI OPAN 23:25 204 2055 OPON SEATING CAPACITY 76 OPEN 01 Do PT. YATO PAILM 1UT Cibrator PA LAST CORRIDOR WEST : CORRIDOR 40' WIDL HAAD Or So's HLAD DLYS PLUS FO НА, KNIS HEAD CHA 13 bu 12 20 LS Sosts Dot Boxes Tere To SOUTH ) 15 12 0 GIRLS' BUILDING, BOYS' BUILDING. SECOND FLOOR PLAN, WEST PHILADELPHIA DISTRICT HIGH SCHOOL, PHILADELPHIA, PA. 104 HIGH SCHOOL BUILDINGS SPACE FOR SHOP So DiviaLDA. READ. 2668. SODALI 7417. Tout JU..4GR. ៗ| LEA. CA& OSAAB SIA 51) 51 dorus so', 13 119 20 WARD. WEST.CORRIDOR. SOWIO. LAST CORRIDO WASOMOOL Dou 町 ​17 ts" ZTx.25" PASSAR 0 11111910 PMTMTT 01992010 이이이​이이 ​PI..ToILIT Purit ToiL. 7.1.1 PUPIL' TOILET IUPILA TOIL AT Realle elele 28, LPCTURE ROOM. 55 LECTURE Neon pa 급 ​WYTON تعاقد AUDITORIUM PERPARATION ROOM KOOP RIVIRIYM SOUTH SORRIDOR wilo' SILITWY NORTH CORRIDOR ALTON NORTH.CORRIDOL lo'wiot SOUTH. CORRIDOR s'0'Wou. VALO . LIOHT COURT 品 ​Å NYITOTT 28 OPEN CORT TITI LABORATOR ABORATORY 36:25 28' 25 (22) LLOVA PAODAOC LEAST SORRIDOR WLY.COLLDOL 140MDE HVAD KIAD or DEPT till mitt! lik DEPT DUI MLAD or DET HEAD DAPT. 17 Jois 2025 go' 11 x 25 WCx2 25) 24 GIRLS' BUILDING. BOYS' BUILDING. WEST PHILADELPHIA DISTRICT HIGH SCHOOL, PHILADELPHIA, PA. J. Horace Cook, Architect; H. Courcy Richards, Designer, Philadelphia. HIGH SCHOOL BUILDINGS 105 IL ist HIGH SCHOOL, SPRINGFIELD, ILL. William B. Ittner, Architect, St. Louis, Mo. 106 HIGH SCHOOL BUILDINGS Yash . 1 hing Fors: Wouldine 1492 Hochica Joom- stock crepondition food working Shop _ Room sopped to Hedlungo fohloling Aurkrofval doora Jind zenz E oppure) dogs Boys Lecher JAO. و Gels Lecker JAAN R. Vaistin_Shop.ci on, Nood turning shoe chure 2 Store Room Culling & Biodied oppiche L Us Kitchen Star Nusic Room Class Room Class Room هودار Public Speaking 4. kitose Kitchen Vast Corridor 10 otwida Corridor lotonida lest OVO A 같 ​Kitchen Help Anitors Sewing en PHOTO Bookkeeping loto ride Girls Toilet I | girls! Locker Room Boys i Locker 10:0*wide 1 으​으으으 ​Toile par 1 Fitting Part Lunch loom Copodity 600 1 Corridor Corridor Store Room Pookkeeping Jewing Woro Zoom 23112 Yair Hall stair Hall Jdore Room Jountain foundleid -Yest Corridor to mide Tround Yest Corridor otride Corridor Spore R H Cooking Rm. Cooking Rm. lacophon fra Laundry 2.mj L Dining Room Juila Housekee Jornad Book teeping stanography Typewriting lastrocta Ic/a Liring Hurses 2o. com Room Kitchen Zoom Pantry II GROUND FLOOR PLAN, HIGH SCHOOL, SPRINGFIELD, ILL, William B. Ittner, Architect, St. Loạiş, Mo, HIGH SCHOOL BUILDINGS 107 HHHH IIINNN REAR VIEW, HIGH SCHOOL, SPRINGFIELD, ILL. 108 HIGH SCHOOL BUILDINGS Shal Roof مع مرور 園 ​Girls Gymnasium Intolling Parthias Boys Gymnasium 8. Syrir Hall Class Room Chas 2oom Glass Room Class Room Class Room Gloss Room ) JL Kent Corridor 10:0"mida stage Corridor roo wida Class Room Class Loom 21: Women Touchers Roof Roof Tushers Class Room class Room 10 orride NATA Girls Toilet toys Tolle 21.1 10-oride fight Kights 1 F Close 10 Conservatory Corridor Auditorium (opacity ***** Clous Room v. 2' LI Corridor Girls boys lockers Zockers Lecture Rm DT ). be lecture Rm. 'n > Art Duration Instructors Instructors Corridor 14orrida Corridor torride Rm Moin Lobby 10 Yould Class Room W.205 Class Room Class Room Biology Lab. Colrunca Youribute! Zekaption Room Entrance Class Room Vestibute Class Room Class Room *4'12.15 ,al' General Science 211.wo Possage Zow/ Principals ffica Business Office Area FIRST FLOOR PLAN, HIGH SCHOOL, SPRINGFIELD, ILL. Instructor the Print COM Arts & Crafts Mechanical Drawing Ni'.. THIRD FLOOR PLAN, HIGH SCHOOL, SPRINGFIELD, ILL. HIGH SCHOOL BUILDINGS 109 DINGS IL 1 Rolling Partition Upper part of Girls Gymnasium Upper part of Dow Gymnosium. Corridor 7i mide Class Room v'>' class Room Class Room 28'12.1 Wini Class Room 1XX Class Room UNA Class Room Corridor m'n. Corridor. O'r. Class Room 20 21 Girls Ret Rn boys Raud Resor Art Room class Room 21.00 Wald 1711111 * Girls *Toilet 10 wide Court Court Store betreter Class Room Corridor Corridor patcony Girls Lockers Doys Lacters Art Room Lecture en 21,25 # Berta Art Instructor Instructor Corridor Corridor he wild Art Corridor Class Room Class Room Class Room Physics Lab. Study Room MS1 Lecteur any* | Chemistry Lab Library bo' SECOND FLOOR PLAN, HIGH SCHOOL, SPRINGFIELD, ILL. 110 HIGH SCHOOL BUILDINGS T E T LI 2 BAY RIDGE HIGH SCHOOL, NEW YORK, N. Y. C. B. J. Snyder, Architect of the Board of Education. HIGH SCHOOL BUILDINGS 111 TAN RM FAN RM PROMENADE PROMENADE TEACHER'S LUNCH RM 01001 . SERVICE LAY TEACHE R--1 LUNCH RM. GREEN LUNCN RM po * D 21.00 . KITCHEN RANGE PROMENADE PROMENADE TADLE Ius FIFTH FLOOR PLAN: ROOF. LIGIT VADL LICHT CLASS RM 3o-o rasto PHYSICAL LAB 30-0x34.0 ROOT 0 TEACHERS PPL VAOLT LICHT LAY ROor ROOF PPPPPT STORE RM PUPILS LAV CLASS RM. 30-0x210 CLASS RM 31-6 rano RETIRING ROOM CLASS RM 31-6x as-6 CLASS RM. 30-6x ato SICK RM! . UR 14.11.!! ALUP CORRIDOR 11-0 MDL 1.131.01. UP Up Tante DF EN TET CL ASS RM. 30-6rok 6 | CLASS RM. 28-6x ato OFFICE CLASS RM. 28. 0x91.5 CLASS RM 33-0raio LAUNDRY STORL RML. LECTURE RM. 30-0x340 CLASS RM. 52-07 20-09 COOKING RM 30. Or 4.6 THIRD FLOOR PLAN. ROOT B338 STURL. 02 ASSEMBLY HALL GALLERY FRAIL AL BEEE, EEEE 11. COMMERCUL RM 30-0x21-0 BOTANY LAB. 30-0134-0 TEACHERSPOOL OIO CT LAV. 10000 TPUPILS bokLAY. PREPARATION) RM. SWELL SWELL DOX Dox, ET CLASS RM. 30-0x216 CLASS RM. 30-0 121-6 ORGAN SPACE door STOEL KM. STORE EMETORE KM. UP UP .. UP Up DE CLEV. MUSIC - RM. 300x34-0 CLASS RM. 30-6x 21-0 CORRIDOR: It © WIDE ELEV. TYPEWRITING RO 10-0x21-0 TYPEWRITING RM. 32-0X20-6 CLASS RM. 28-6x ai-6 OFFICE COMMERCIAL RM. 40-61211.6 COMMERCULRM so-Ox $410... SECOND FLOOR- •PLAN FLOOR PLANS, BAY RIDGE HIGH SCHOOL, NEW YORK, N. Y. C. B. J. Snyder, Architect, New York, N. Y. 112 HIGH SCHOOL BUILDINGS CLASS RM 30-6 » 21.6 CHEMICAL LAB. 30-0x34-6 TEACHERS 102 LAV pppppp PUPILS LAV PREPARATION RM. 15 STUDY ROOM CLASS RM 30-0x21-0 CLASS RM. 30-6xarő Ä CORRIDOR 11- wint 1 taillie! UP CLASS RM 30-6iar-o CLASS RM. 29-6x aio CLASS RM. aeroxató DRAWING RM. 33-01a1-6 OFFICE DRAWING RM: soo.340 CLASS RM sa-ox 2015 DRAWING RM 30-Óx 34-6 FOURTH FLOOR PLAN. VESTIBULE up UP RUOTTEE INCLINE ASSEMBLY HALL 81-0183-6 CLASS RM 30-6x21-6 ZOOLOGICAL LAB 30-0434-6 00 INI BIVHST TRESN AIR INT 2092 TEACN.LA! VEST', VEST STOLE RM STAGE Il LIT RM. PUPILS' LAV. da pa PRINCIPALS RM CLASS RM 300x21-0 RET, RM MORGAN SPACE ܗܫ ORG. DERM CLASS EM 30-01210 JT CORRIDOR 1 UP DT DT. UP ELΣΥ. ELEV. LIBRARY 30-oro CLASS EM. 30-6* 21:0 blod CLASS RM 29-6* 2110 SECRETARYS OFFICE PRINCIPALS OFFICE SEWING RM. 40-6*21-0 SE WING RM 30.0 x 34-0 MAIN ENTRANCE VESTIDULE ALEA AREA FIRST FLOOR PLAN FAN ROOM TAN ROOM STORE ROOM Windo : ARRA ARLA GYMNASIUM 54 0180- OFMCE E ANTZ ROOM BLOWER ROOM TRAP PIT FRESNAIP INT MONTUP ܕܪ PUMP LOOM th HEAT DUCT COAL LOOM NOT EXCAVATED BLOWER ROOM PIT FRESH AIR DUCT MACHINE ROOM DOILER ROOM I STORE ROOM STORE AREA ALEA VAULT COAL TUNNDI E CTO CURD A ll BASEMENT: •PLAN. TLOOR PLANS, BAY RIDGE HIGH SCHOOL, NEW YORK, N. Y. C. B. J. Snyder, Architect, New York, N. Y. . TOO HOS HIH 113 BUILDINGS TRANIMWUX YAULT App: Nos • FM ROOM MOTOR GENERATOR ROOM 2011.CR •Room ANG E. Starrett & Van Vleck Architects New York, N. Y. COAL STORAGE • Fan Ruan ne da 7 EXGINEER'S WORKSHOP STACK Coreana Otosani 1777 1.Giel's .LOCKER ROOM: 2.2 PIPING SOY's. -LOCKER • ROOM No.6 SYMBOLS Steam Supply Xeturn Dlow On Toermostalic Votre (nccr Voir Gate Yalet Supoly Ruer O Return RU Thermosto1 suimper Gilota het 16 14 1 GIRL'S SHOWE bam 012 .ba I vent SEWING 200. "O phone maller 110 MVIVAL TQINING 110 11 7 ng Unimo IN the il ...YG BLOY maram Thre t', 14. L ' LOS 1 1 URADOR COD: Wiggly yo'l 10 Ary hot App Naz ! 21101 Sta:2 , الار بار STAIWAN WWAY MO) STO:K RU PUTURE MODEL APARTMENT ! NO Z DOY DOCTO: NO S. 2 MANUT TRAINING DYNACE DUP! 3CISME ,901 388 FOR DET LMD CAMAUCT Yan Raw Pro 10 }{O 10 Adga 14, DALLE un wins 61 :: IIIIII |||IIIIIIIIIII IIIlIIlImam Rwyvoi RWAY VOA ti CORREDOX 1 22 alona 40... la 2:14 tra1 MODA DIVING COY i 1.0 Lower Tier Upper Tier Upper Tier Lower Tier het hy GIRUS LU.VCH RO24 9 16 DUYI LUNCH RUO,11 VOI MANUAL TRAINING No. 12 I.II Diatr) devatenshu. KITCHEN Yo 15 19 HomeSC SC:ENCE. KITCHCV NO:7 MANOLTRAINING NO 13 * Rewa.1429 BASEMENT PLAN, HIGH SCHOOL, MONTCLAIR, N. J. 114 HIGH SCHOOL BUILDINGS THE MONTCLAIR HIGH SCHOOL, MONTCLAIR, N. J. Starrett & Van Vleck, Architects, New York, N. Y. HIGH SCHOOL BUILDINGS 115 LUDIS 'L6404 ORPOR \.co LGO IGO --ISE u.100 1 co GIRL'S GYMNASIUM BOY'S GYMNASIUM TAFSI เ ár os 1.60 Starrett & Van Vleck Architects New York, N. Y. tuled Lob- flour 80 PA Lex. Javor .. DR J. PANEL K Panel 3 ico co nie. rur CAPE Slott SIEUSE. 31 yait ILO to TH 图 ​Hl.co to BA TH - ACTE Mountatt ILL. STS 0 :) Nunciu Yine ... 1** RAW NA IGELOW tenatore di IHMI W tripel Licwts> M D.dor TIL port 7 Bences A.. Dompenbehand craze sa to de adjustable through focey Outlet for foot lighto vi c 5 tỷ watt long cac% Aircrnate bmps on coinc circuit .CO note du Rois Noces in this doin to be duenianul and xl by the Dwilding controctor 63) 15 AUDITORIUM FARO 15 1.100 100 1 tuo two CLASS ROOM N° 102 CLARO CLASS ROO, Niou 1.. . 1 lo 110 Os durata 251 179 Onlandia TV! 1:2 IR RODS ZA 04 WARDROBE )) B12. *A@BRODE 1.60 Q t.co 1.60 r.co I loo to Segui 0.14 1.43 - WARDROBE arahbelah and 1. too llos °C MOMENTHER class.co. CLASS ROOM 1100 n10 19104 UNTITLE STUDY in indit 103 MENTEACHER co VeST. tout AIES رامه UK CLASS COM .10101 U DAAATS ( 100 11070108 1958.00) + S O la . CLASSI sathi CORRIDOR. 8 I NOT Les B E 111 Quico ..WAWAY Dn TIRWAY luo b 20 " I WOTE ..' PANEL 3 1.5 . DI 100 CORRIDOR llow ico 25: dino 1oa Daxel's 1. LO - Dolm) ico FIO DO101 acnianos esva. 1991 Ugenin W+04 Ho WCJT Collo is OCH gegiel De 27 1)It 100 DO WARDROBETO ROOM, E wa t 4 เ A loc Roami ICO 1 indo $ 100 CLS3 ROOM 115 CLO3 ann. MO114 ? SW133 200m --OD- KAIV 1.TRICT: HALL, C.103 ROY KOON Moi! nii Czlm2.4. 110110 2.1 1.4.v.vies WARDCORE 80 XX3N: too --- D- 1100 100 WARDROBE 14.1 WARDROBE TILUL , ;ܝܝ to well TO I.3 wall WA RUBE: inc ☆ 1 100 10. 110 CLASS ROOM Yº16 1441 Kl. 1.1 ܪܦܝܐܘ ROQ.4 4.0 - 102 FIRST FLOOR PLAN, MONTCLAIR HIGH SCHOOL, MONTCLAIR, N. J. 116 HIGH SCHOOL BUILDINGS PARKERSBURG HIGH SCHOOL, PARKERSBURG, W. VA. Frank L. Packard, Architect, Columbus, O. HIGH SCHOOL BUILDINGS 117 AUDITORIUM, PARKERSBURG HIGH SCHOOL, PARKERSBURG, W. VA. DOTANY CORRIDOR CLASS ROOM LECTORE DIOLOGY LAD MUSIC RM REORM OPPER PART OF STAGE CORRIDOR CORRIDOR ART ROOM DOR LIGHT COURT -UP PER PART-OF- AUDITORIUM EIGHT COURT STUDY OKER 5 ORRIDOR HALL D D ART ROOM Oo REST ROOM TOILET ROOM BOYS TEACHER TOILET RESTRM ROOM GIRLS JAN CORRIDOR CORRIDOR CORRIDER REC-RM PHYSICS Piirsis LAB tiroid lub CHEMISTRY CLASS ROOM ISTRY TEAD REC-RM LECTURE ROM CLASS · ROOM WORK ROOM WORK ROM · SECOND FLOOR PLANU UPPER PART OF GYMNASIUM BALCONY CLASSI ROOM REC.RM CLASS ROOM CLASS ROOM CLASS · ROOM REC.RM STAGE DRESS DRESS CORRIDOR CORRIDOR STENOGRAPHY 22 111 LIGHT COURT LIGHT.COURT AUDITORIUM STUDY CORRIDOR RID ti: TYPEWRITING HALL R REST ROOM TOILET ROOM BOYS COMMERCIAL TEACHER TOILET REST-RM ROOM GIRLS 1:7: boven AN Non CORRIDOR CORRIDOR CORRIDOR HD STOR: RECRM/REC.RM RECRM PUBLIC DOOK:STOR: REC RM. PUBLIC OFFICE CLASS ROOM LIBRARY -CLASS: · ROOM • FIRST FLOOR - PLAN, MY LOCKERS & SHOWERG UNDERHO GYMNASIUM MNOHO tockERS & SHOWERS UNDER 17101 DHAL U MODEL LAUNDRY HITHM HR De L COA Y. FOUNDRY PHYSICAL DRY IRONING SHont Hooker FORGE RM JANITOR GIRLS BE -6.31PPLIES 17 CORRIDOR CORRIDOR D -.. Orlista 1000 EATHE-BM DDDD KITCHEN SERVING С ch LUNCH RM OOYS LIGHT COURT OF.it 0 LUNCH RM GIRLS LIGHT COURT o PANTRY F 0 Q". - HIMACHINE RM IE TOILET 3 LAVATORY | BOY Convit FAN ROOM HC CORRIDOR CORRIDOR COR RIDOR. H Sun O BLUE PRINTING EHILE! D) SEWING FINISHINGO SEWING Ace ROOM FE [] TO ] [] DED ROOM DRAFTING ROOM AIR AIR LIVING ROOM GROUND FLOOR - PLAN FLOOR PLANS, PARKERSBURG HIGH SCHOOL, PARKERSBURG, W. VA. HIGH SCHOOL BUILDINGS 119 MCCLAIN HIGH SCHOOL, GREENFIELD, O. Wm. B. Ittner, Architect, St. Louis, Mo. 120 HIGH SCHOOL BUILDINGS Bridge Outdoor Study Outdoor Stady Roof over Gymnasium Roof over Auditorium Edt C Girls Toilet O Boys Toilet O PM T! 10 Corridor Boys Locker Room 17 X 18 Girls Locker Room 17 X 18 Corridor 3-5 3 -3 Commercial Room 26-6 X 36-6 Jan cor Toilet pul Boys Rest Room 70 X 8 100 Donitor Girls Rest Room 10 X 18 Art Room 26-6 X 36-6 Corridor Corridor Stair Stair Mall Hall 3-A Entry 3-4 Store 3 - 2 3-1 Study Hall 41-6 X 81-6 Class Room 24 X 28-6 Principals Office 14 x 22 Library 20-6X22 Class Room 24 X 28-6 Roof • THIRD FLOOR PLAN COOKING ROOM, MCCLAIN HIGH SCHOOL, GREENFIELD, O. HIGH SCHOOL BUILDINGS 121 ASSEMBLY HALL, MOCLAIN HIGH SCHOOL, GREENFIELD, O. Organ Chamber Upper part of platform Organ Chamber Auditorium Upper part of Gymnasium 44 44 Callery Cap.300 Court Balcony Cap.300 Passage 41. 6 09 Boys Toilet O Girls مطمطما Toilet Stair Janitor Jonitor Hall Slair Hall Roof Roof O 1 Boys Locker Rm 17-6 X 23-6 Girls Locker Rm 17-6 X 23-6 2 - 8 2.1 1лород Corridor Vault Class Room 24 X 26-6 2-7 Typewriting Room 14 X 23-6 Supts and Board's Office 14 X 17-6 Class Room 24 X26-6 Store HEV POV Corridor Stair Holl -Star Hall HGV OORIN HEV 2-6 2-5 2-3 2-2 Dark Room Dark Room Stair Holl Class Room 24 x 28-6 Chemistry Laboratory 25 X 40-6 Physics Laboratory 25 X 40-6 Inst Room Inst Room Class Room 24 X 28-6 2 - 4 Lecture Room 19-6 X 24 Amphithealre SECOND FLOOR PLAN: 122 HIGH SCHOOL BUILDINGS Exlie Expl Exlit Exlit Vest Dressing Room 9 X 16 Platiorm 20 X 42 Dressing Room 9x16 Og [Console Beys Shuners landlochers 12 X24 Roof over Boilers Etc. 1-8 ok Frida 10 1-A Instructor 8X12 vyinnosium 50 X 60 (105 ee Auditorium Ground Il Cap.over $0$ Hal IL Cop over 30 op Total Cap. Approx.lpop Root over Forge Room Girls howers and lockers 12 X 24 Siour Hall Boys Toilet abier Girls Toilet Stair Hall Janilor vanilor int best Vest I Boys Locker Poom 17-6' X 2,3 Air Inlake for Heating and Venliloling Clo System Forgo Arom Through lucher Room Under window hi Girls Locker Room 17-6 X 23 1-5 Special Room 24 X 26-6 Special Room 24 X26-6 Stock Room 14 X 23 School Aclivilies 14 X 23 Slour Hall Stair Hall Vest Hemi Ent Vest Corridor. 14' Wide Stair Holl I 3 Store, Store 1.4 1-2 Woodworking Room 25 X 74 Cooking Room 25 X 38 Sewing Room 24.28-6 Dining Room II X16 Vestibule FIRST FLOOR · PLAN, ini. Ashes Cool Storage Tollet e Skylients l-C Boiler Room W. TE Shyrighe FLOOR PLANS, MCCLAIN HIGH SCHOOL, GREENFIELD, 0. Wm. B. Ittner, Architect, St. Louis Mo. Forge Room 28 X45 Shylight UP BASEMENT · FLOOR · PLAN. Boys Locker Room Aby Engine Fan to forge im Girls Locker Room and sloa Apparolus Room 54.7 slorna Tunnel HIGH SCHOOL BUILDINGS 123 VIEW FROM PLAYGROUND, MCCLAIN HIGH SCHOOL, GREENFIELD, O. Wm. B. Ittner, Architect, St. Louis, Mo. 124 HIGH SCHOOL BUILDINGS ARCHITECT'S PERSPECTIVE, HIGH SCHOOL, HUNTINGTON, W. VA. Verus T. Ritter, Architect, Huntington, W. Va. HIGH SCHOOL BUILDINGS 125 40'-5" 10-03 2:51 Letra od 501309 900 51.0 DO 10 Son 14-07c* 7-6" Carrete skep Wordt a Rail unt STORAGE Lumihg 1 yewe Kommentet 14 noon tutum INSTRUCTOR Concurk step o Tsugas adidz janby o'. La do Toll Fry DOYJ GYMNASIUM LOCKERS. Kappfr. brick weitecofingen ANITARIE Jy'. IC de. Ceiling Furned out by 1522712 WODY pur'.01.,9 HOTL: Abell town home cose to ciling sin blh dod pbskref. I ceiling forget. Kailing format. da JJ 251 comp. TRACK JHOWER Korop. 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Home Blog FREEHAND DRAWING Koorp, Itra Ceiling querer suiting van pipe Juft Mary BIC 12R. KITTIMET 156 Kamp.fia 09. Waar Me Spure OFTICÆ Carling Aurres CENTRAL Nump Cailing Light CORRIDOR Calling forred -rarrestuakning o Pasking Srinting foratorin paikan Ansage fossage ® passage Ecating Light &22 E14 E/ Coling hapon PHYSICS LECTURE ROM 017 DARK DOM Ok Room E20 E22 1772 PRESENT CLASSROM CHEMISTRY LECTURE i KOOMOO DOYS CHEMICAL LADIE GIRLS CHEMICAL LADRATORY DHYSICAL LADRATORY (4 II 312 179 پدیده « PREDARATION ROOM ܐܐ INTRODUCTORY SCIENCE Nomp.ir po Jaure DREPARATION DOM The Nort komp. Fir 22 pepe Arce 418 Mama Fl. TUTURE CHEMICAL LAB 11 Pipe upes 224 El C? 1 E1 010 Momo. Hic 222 29 [/ HH Komp. flr. Hana TE EJO WWW Komp.fir Norra. Il EL EZ THIRD FLOOR PLAN, HIGH SCHOOL, HUNTINGTON, W. VA. HIGH SCHOOL BUILDINGS 129 CK ONDER DIE TEMI DETAIL, HIGH SCHOOL, HUNTINGTON, W. VA. STE EGILA CHOWERA: con tapo 020 DE O CYMWATHOM LOCKED GYMNASIUM Ark Voinsound Komen -Wood floor- Onek aing.com LL - STORAGL iz - BASLMLLT PLAN- Icale %. 10 BASEMENT PLAN, HIGH SCHOOL, HUNTINGTON, W. VA. Verus T. Ritter, Architect, Huntington, W. Va. 130 HIGH SCHOOL BUILDINGS LLLL 1 P 프 ​LEE CAMDEN HIGH SCHOOL, CAMDEN, N. J. Paul A. Davis, Architect, Philadelphia, Pa. HIGH SCHOOL BUILDINGS 131 DRIVE PIRING SPACE UNDER COAL STORAGE o UNDER AH LIFT UWOCH ROOM FORGE ROOM 340*X260-952 FOUNDRY 340*X28-0-952 STOCK ROOM BOLER ROOM 440X40-2024% WORK SHOP PAMP ROOM UNDER 260X28-0-7289 ENCIERP GYMNASIUM 77-OʻX44-0-38884 STOCK ROOM LAUNDRY DINING COKRING LABORATORY 140X250-100 MACHINE JHC 940x2466-1976 ਲੈ Betesen # 1 X24:0-600 312$ TOOLS DRYING DRYING EXIT GLOWER JO BOYS TOCKER GTRI, LOCKERS OCYCLES 740X170 4087 BOW TOILET 1150 IsCYCLES GOO LOCKER 600 GIRLS TIOLET 150X 170 LOCKER BICYCLES OXF-400 ENTRANCE BOYS GRI ENTRANCE BOYS LIGHT IT 1+1 IN # LUNCH ROOM LIGHT GIRI LOCKPR COURT JAREA TO FAN ROOM JAPEA TO EAN ROOM COURT LOCKER ENTRANCE LOBBY 20LOCKER STUDY STUDY 201DCKERS LOBBY ENTDANCE JANITOR JAITOR EXZO 100-0X50-O-5000 11 # 11 OFFTOL UNDACKING 5 STORAGE 1240X170-4084 OFFICE DOX1 owo COUNTER O 00 VERVING ROOM GO-OX120-7205 --EXT III BENCH WORK WOOD TURNING 59'0X240-145 JTOCK 90X240-7921 KITCHEN Hox SEWING ROOM 2907240-6% SEWING ROOM 390Y 240-8406 FITTING MILLINERY C60E300-7804 I 1901 GROUND FLOOR PLAN, CAMDEN HIGH SCHOOL, CAMDEN, N. J. 132 HIGH SCHOOL BUILDINGS SERVICE DRIVE ROOF RUNNING TRACK UPPER DART OF GYMNASIUM GLASS ROOM WXze T-180 CLAS ROOM 300X25C7809 340x23-0-787* CLAJI ROOM 70X2807824 IL CLARO ROOM SAOXZ30-7025 I OLAJU ROM Zrox230-7626 VITTORS RUNNING TRACK STAGE 580X200 DOYJ TOILET SOX 170 GIRL TOUT 15-03 1 1 GIRL LIBRARY 2XOXO 15414 LIGHT COURT AUDITORIUM 100-O'Y EGO-6600 JEATING CAPACITY 944 UBY ROOM zs 2610-154 LOCKERS COURT LOCKER 2JOLOCKER 210LOCKER DOMU0 15 04 JUPPIES CLAJU PCONTAI GLAM ROOM 250 ZSO16434 CLASS ROOM 30 Ox 260 T8D ANTE ANTE ROOM ROOM CLAJI, ROOM FOX FOXICO 330 X.250=7596 TEACHERS MOKCAL DAM DUDU idoxir-o OYIFO. CLAVT Rom INNER OFFICE OFFICE 90X170-3339 OYOW 3230-7599 CER FOOX 2018 @ 2 FIRST FLOOR PLAN, CAMDEN HIGH SCHOOL, CAMDEN, N. J. HIGH SCHOOL BUILDINGS 133 ROOF COMMERCIAL 1201015CO-CAT COMMERCIAL 360x320-11524 COMMERCIAL 20'0x320-640 CLARO 30 OTROS COMMERCIAL 3403230-7626 1 COMMERCIAL 340x230-782 E COMMERCIAL 34-0X23 o-re2$ DOO COMMERCIAL 4-0723-0-7825 1 DOY TOILET 250x CLASS DOO 072250-525 10 CLASSROOM 509x2103 GALLERY GALLERY UPPER PART OF AUDITORIUM BOYS GIRL LIGHT COURT DIGHT COUPT LOCKERS BIOLOGICAL EOLOKOVJ ZO LOCKERS LABORATORY ROM 23-0X4009201 GALLERY TOTAL GALLERY AREA 3468 SEATING CAPACITY 495 1S0X4090-920 . OFFICE OF PICE XOOXBO 100 USC GLASON SOOM60-780 DYSICAL LABORATORY 230841-0- 943 APPARATU PHYSICAL LABORATORY 23-0-X41-0-943 SCIENCE LECTURE KOM 360X270-9726 CHEMICAL LABORATORY 23-o'x480 - 9499 APPAPATUS CHEMICAL LABORATORY 23-0*X 41-0-943 $ TSIDE CLASSROOM 0 6*260-7809 APPARATU UNDER ADPARATUS UNDER LLL 12 SECOND FLOOR PLAN, CAMDEN HIGH SCHOOL, CAMDEN, N. J. Paul A. Davis, Architect, Philadelphia, Pa. 134 HIGH SCHOOL BUILDINGS T ESPLANADE AVENUE HIGH SCHOOL, NEW ORLEANS, LA. E. A. Christy, Municipal Architect, New Orleans. HIGH SCHOOL BUILDINGS 135 Fm ASSEN BLY TE NERGENCY INFIRXgy 29 277 ၀၀၀၀၀ TOILET STORERNE 23 173 WALL PPPPPP SECOND FLOOR PLAN. UP CO R R 1 0 0 2 CLASS RM CLASS RH 293%25 29:38 25 T ART ROOM 54.9" x 25 vituo ART ROOM 34.9 x 25 CLASS CHICAS EMC2855en 29-3x25 | 293825 24 913034 S2x. 9:0€ Ditt TION PM CLASS ENDEMONSTRA | 29:6%25 PHYSICAL LAB CHEMICAL LAB g7x-of ton SZx .9:27 DEMONSTRA- 770N en 29.6x23 30 6*25 Cid 55 PM ASSEMBLY 14:36% 906 HALL- BRE ZOIM FIRST FLOOR PLAN. TOILET CORRIDOR UP CLASS ex Upl C - VPH CLASSRH 303' X 25 R RY D 19 WIDE CLASS RM 30-3% 25 TVP .6.2K.E.DE Die STUDY em [LIBRARY Pumunta WT Upl ICLASS RM 129.3% 25 razem RELICE CLASSR* CLAISEK 424532*Zoom 59'-* 25 25x25 2515251 29'3325 ASSEMBLY ROOM ESPLANADE AVENUE HIGH SCHOOL, NEW ORLEANS, LA. 136 HIGH SCHOOL BUILDINGS WO Hna PLAINFIELD HIGH SCHOOL, PLAINFIELD, N. J. Wilder & White, Architects, New York, N. Y. HIGH SCHOOL BUILDINGS 137 4 ASS ROOM 261 CASO ROOM 2 YI RocITATION Room 272 CLASS DOM 210 as Roon FITTING ROOM »TS COOKING ROOM 260 $2WIN LOOM 69 CLAop Room 361 دودمان 56 Room 360 A day a ROOM + STORA ROOM co DOR 09 NE Boral Lockor Room WARDLOOC 265 Ż56 price »65 STORE ROOM OP LOCOR ROOM >56 ܙܐܘܙܝܐ COURT RAS 1 COUAY Mosnet Roar GIRLS TYPEWRITINO Room. 25 | ALLLAY 25+ кое Rоан 246 Bcane bort PA ROOM 5+ FAN ROON 50 Class Room CAD. ROOM DUCTO DUCTS 51 540 Duey STOCK ROOM 2.44 Roo Orrico AND Stod Room 245 CORRIDOR CORRIDOR CORVIDOR CLASS ROOM 240 博 ​CORRIDOR & Lass Room DOO KIGPING Room SCIENCE ROOM 38 LIONT COURT STOCK ROOM 334 op ONAKIRA Room CLASS ROON 23O 233 ANOVO CLASO ROOM >> BALCONY tektura Rþom 3bt DALCONY CLAS ROOM 221 CLARO.M 220 ܐܘܘ܀ DRAVON TING ROOM SCIBACG ROOM AI5 21 31. LOCKA Room 21T CORREDOR LOCKAR ROOM 216 (410nT COURT ROOT GIRLS LAVATORY LIOMT CORRIDOR DotS LAVATORY SALARIA 79771 COURT Contoh DOR Roor HOOMI CORRIDOR @oog LOCKAL ROOM 207 LOUMIA ROOM 206 CORRIDOR CORADOR LASS ROOM ada LO3 CHEMICAL LABORATORY po3 PHYSICAL LADONATORY PAS CLASS ROOM 210 Os ১০০ JOO. ROCITATIC ROON LIDA ALY RECITATION Room STOR ROOM TROOM OYOU ROOM Stock Room PLAN OF SECOND FLOOR PLAN OP THIRD FLOOH PLAINFIELD HIGH SCHOOL, PLAINFIELD, N. J. 138 HIGH SCHOOL BUILDINGS boiler House I. TOSION 05 - JAATOX LOPPICE TS ROCRIVIAO Room 74 UU PART O A 88. ADON IP65 उमर PHYSICAL DICTOR 65 YMNAOIU MU BALCONY WOMAN рича DRACTOR CH 115 114 1 STARAO So WALK CoR) Do Y. LOCK ROON 57 GIRLS LOCAL Roo UMETAL WOAKINA ROOM 49 RACITATION ROOM 13 56 та день; RAIRINO ROOM LAINE ROOM 156 DUCTS Duge 46 DUCTS . - STOCK ROOM 155 GIRLS KAL Room ܘܝ PLATOM TOOL LOOM CHAS. ROOM 141 COLLIDOR RECITATION ROOM 14Z Cotion MANUAL TRAININO Room 99 Sioe WALK CORRIDOR Snow COLX.DOR พระA4 stic Boys Showca STOC ROOM 14 BACTWOOM AUDITORIUM TOA, AOC T35 124 POOL PLATFORM STORAG - ROOM 151 CLASS Room 150 STORAGE 2+ MECHANICAL DAAWIAG ROOM 29 NYOICAN DINTOR 15 --MANUAL TLAINIAG Room 2o 1126 Room CHASS ROOM 121 STOL ROOM 14 120 17.7 108 MAIO M111 ITTTT. 10 CORRIDOR Cot "DOR Dov RLS LOCK ARE LOOM 117 Cor HDO voen R ROOM 106 CORRIDOL 0 GYMNASIUM GILLS LAVATO SIDOWALK TITTIL LITUALI Odoo Dors ܬܙ LOCKER ROOM IOT SOGROTARYS OPPICA ROOM Locmar Room 17 ROOM CORRIDOR LOCKE 16 1 LUXCM Room dovs ROOM 101 PRINCIPAL OPPICE GIRL LUAGA ROOM LUACM WAITING ROOM ROOM BOARO ROOM SUCRUNTLADANYS OPICE STOCK ROOM WAITINO LooM SIDOWA K VAUL . Yripura KITCHD DLATFORM PLAN OF FIRST FLOOR, PLAN OF BASEMENT PLAINFIELD HIGH SCHOOL, PLAINFIELD, N. J. HIGH SCHOOL BUILDINGS 139 ABOVE, AUDITORIUM ; BELOW, GYMNASIUM, PLAINFIELD HIGH SCHOOL. 140 HIGH SCHOOL BUILDINGS NORWOOD HIGH SCHOOL, NORWOOD, O. Bausmith & Drainie, Architects, Cincinnati 0. HIGH SCHOOL BUILDINGS 141 - 71 111 UPPER DA PART OF AUDITORIUM I Calle BOYS TOILET CIPLS TOILET manna. CLASSM CLLSS RM Iri LAKERRUD LIGHT SHAFT BIOLOGICAL LAB. LIGHT SHAFT C! LAKERM T. T. CORRIDOR CORRIDOR Gul RM SLAJS RM PHYSICAL LAB. MARIN COMMERCIAL.. LIM CHEMICAL PIYSICAL LECTURE RIM ГЕнесли Ihr CLASS PM BOTANY , VRATUE THIRD FLOOR PLAN, NORWOOD HIGH SCHOOL. STAGE AUDITORIUM SPATINA 1200 endir DowS.TOILET Duxur6 POUNTAIN pool DOYS LOCKERS CIRLS TOILET Y GIRLS LOCKER'S. CLASS RM TEACHERS RM fue SO CLASS RM 236" x 29:6 MEN WOMEN S I J. IM CORRIDOR CORRIDOR SVIPLY RM: WA W.C नाव *** W.C. STUDY O'M 25.642:45 Y SEWINGIN CLASS R'M CLASS RM CLASS RM CLASS RM. K PRIRC. OTTICE SUPT. OTFICE H I Si FIRST FLOOR PLAN, NORWOOD HIGH SCHOOL. 142 HIGH SCHOOL BUILDINGS AUDITORIUM will الي DUYS TOILET GIRLS TOILET ܫܝܚܩܩܐ CLASS RM BOY LOCKER Het CLASS RM LIGHT SHAFT LIGHT SHATT US LO8XOM WONEN J ***C. h CORRIDOR CORRIDOR STORE RM MUSIC RM CLASS RM CLASS RM LIBRARY & STUDY RM CLASS RM CLASS RM CLASS RM 4 H 3 N H ...S; SECOND FLOOR PLAN, NORWOOD HIGH SCHOOL. Wall DALCONY BOYS GYMNASIUM GIRLS GYMNASIUM RUNING TRACK ROOT OVER COAL RM ROOF OVER DOILER D'M E SWIMMING TANK 10 100 DOYS TOILET Cho GIRLS TOILCT OTTICL OFFICE ܝܢܩܝ GIRLS SHOWERS JOYS MANUAL TRAINING. SOY LOCKER RA SHOWERS GIRLS LOCKER PM LUNCH AM OON Down . JURIS CORRIDOR INGINE ROOM CORRIDOR 1 11 SILYNQ 'n MANUAL TRAINING ROOM MANUAL TRAINING STOR RM DOMESTIC SCIENCE DINING KM LUMCH R'N WISH BASEMENT PLAN, NORWOOD HIGH SCHOOL. Bausmith & Drainie, Architects, Cincinnati O. HIGH SCHOOL BUILDINGS 143 FT EN CH DETAIL, NORWOOD HIGH SCHOOL. E CIRLS ENTRANCE GIRLS' ENTRANCE DETAIL, NORWOOD HIGH SCHOOL. 144 HIGH SCHOOL BUILDINGS T LINCOLN HIGH SCHOOL, LINCOLN, NEB. Berlinghof & Davis, Architects, Lincoln. HIGH SCHOOL BUILDINGS 145 BALCONY REHCARSAL : RM MUSIC : ROOM REHCARSAL: RM CORRIDOR CORRIDOR 0 18 STAGE 0 凶 ​0 EXHIBITION EXHIBITION MMM JO 이 ​O ART-RCOM • MEW:HIGH SCHOOL. .LINCOLN ...NLBR- DERLINGMOT PAYV.NRCMT/ MEZZANINE AND · ROOP. PLAN STUDY ROOM LECTURE:RM CHEMISTRYLAR. ob 007 HIBRID COTTOO 0000 anno AM MIMW OWYXR WHA CORRIDOR ***cecomitiitli. UPPER PART OF STAGE LOCKERS LOCKERS CORRIDOR MOTY ** LIGHT COURT LIGHT. COURT TOILET TOILET WNANIU CORRIDOR wwwwwwwww LOCKERS LOCKERS BALCON CORRIDOR اط 4. unni. HHHH WNWHILIA BOTANY.LAB 미 ​LIBRARY • New: HIGH SCHOOL LINCOLN • CLB • SECOND · FLOOR.PLÁN DCRLINGHOr DAVIV ARCH FLOOR PLANS, LINCOLN HIGH SCHOOL, LINCOLN, NEB. Berlinghof & Davis, Architects, Lincoln. 146 SCHOOL BUILDINGS HIGH SCHOOL STUDY · ROOM LECTURERM. H PHYSICS LABORATORY EL. SCIENCE EL. SCIENCE EL. SCIENCE TIMNA MWINJAUNNNN WYM CORRIDOR - 1 % more STAGE at L*WWE CORRIDOR TOILET TOILET TIIIITTO wwwwwwwwwwww it AUDITORIUM CORRIDOR M40 null CORRIDOR CORRIDOR MWANA WAWN VWWOW WAWI WA AWNINNI 4. WAWA VAULT PUBLIC SPACE TEACHERS • RM TEACHERS WORK RM. OPPICe PRINCIPAL NEW HIGH SCHOOL. LINCOLN · NEBR • BRUIR O DAVI/ ACH PIRST PLOOR PLAN KITCHEN LUNCH · ROOM DOMESTIC SCIENCE ANAK HNAMINIA A NANMIWA NA VESTIBULD CORRIDOR vesTIBLE 4 th W : 81 was PLUse SEWING CORRIDOR Am van min wanitarna GIRLS GYMNASIUM BOYS GYMNASIUM CORRIDOR 14111•1) (H080 Yuuh WLWWWWWA CORRIDOR VeSTILULE VESTIBULE IN MINUNIL STORES ASST, PRINCIPAL LAUNDRY PRINTING BOOK - ROON1 ves TIBULE • NOW:HIGH SCHOOL LINCOLN NCSR DCALINGHE CAVV. Ach GROUND FLOOR PLAN FLOOR PLANS, LINCOLN HIGH SCHOOL, LINCOLN, NEB. HIGH SCHOOL BUILDINGS 147 SON NEW HIGH SCHOOL, LEBANON, PA. A. A. Richter, Architect, Reading, Pa. 148 HIGH SCHOOL BUILDINGS STORAGE ROOM TO STENOGRAPHY VPLY ROOM TYPEWRITING DRLJJING STRICTORS ROOM BIOLOGY LADORATORY. DRLSJING BOTANY LAPORATORS Toilet MLA TLACHLR ROOM ROM CLASSROOM 12 10L WOMLA PU TLACMLRJ CLASS ROOM: RECITATION ROOM. RL CITATION ROOM DAD ROOM PAJJAGL PASJAGL STAIR. HALL , STAIR HALL DARK ROOM UTAGE APPARATVS ROM: 24girl - STAIR HALL TAIR-MALI ruglasta DOOKKEEPING G GIRLSH Lalalalalal OTOILET DOYS TOILET DOY/ CLASS ROOM CHEMICAL: LABORATORY TOILET alglal TIBI alalalalalal. GIRLS PILIT .CLASSROOM D DID LECTYRE. ROOM CLASS ROOM CLASS ROOM EAST LIGHT COVRT WEST. LIGHT COVRT JO01080 CORRIDOR • EAST LIGHT.COVRT CORRIDOR AVDITORIVM WEST. LIGHT COVRT- .CLASS. ROM. CORRIDOR WALKWAY .WALKWAY ASS. ROOM CLASS ROOM: CLASS ROOM tt PHYSICAL LABORATORY MALL TAIR WAL STORAGE ROOM STOCK ROM: TAIR HAL TAIR, MAL 27Agilsin CORRIDOR: אותנוA4דג RECITATIOA ROOM CORRIDOR DARK ROOM APPARATY ROOM: TULL- HOALS VESTI VLE: -CLASSROOM LIDRARY RLCLPTION PRINCIPAL COM ROOM CLASS ROM: RECITATION ROM VAYLT CLASSROOM. TICKLT OFIICL & WARDRODL ART ROOM ASTRUCT- ORS. ROOM STUDY ROM: STUDY ROOM MUSIC DIRECTOR MUSIC.ROOM STUDY ROH -LOGGIA SECOND-FLOOR PLAN: ȘCALE - ONE FOOT •FIRST FLOOR PLAN SCALE•*. ONE 100T. FLOOR PLANS, NEW HIGH SCHOOL, LEBANON, PA. Ą. A. Richter, Architect, Reading, Pa. HIGH SCHOOL BUILDINGS 149 ALLA ARA IL AR LA AULA LAVADRY • FAXROOM FORGE ROOM AND FOVADRY ARLA FAN ROOM ARLA COAL ROOM •JANITORS ROOM. ASHROOM ARLA: VPPER PART OF DOILER ROOM -BOILER ROM VESTIBULE 1 VESTIDVLE PPASSAGL AIR MAL TAIL MALL - STAIR - HALL STAIR NALL LILCTOR ROM: RUMAING'TRACK GIRL TOILU GIRLS TOILLT OYS TOILLT: foo DOY: COKING ROOM > TOILUT tt MACHINE SHOP XXX9 HOW EMOWL SOM ROM WALKWAY FU WALKWAY COOKING ROOM: .VPPER PART OF GYMNASIUM, CORRIDOR LAST LIGHT' COVET WEST LIGHT COURT CORRIDOR STOCK AND HAUMING ROOM t 1 GYMWA. GIRLS LOCKER ROM DLLACME.RU BLEACHERS I BOYS LOCKER ROM WALIVIAG ROOM I PANTILY DINING ROOM CARPENTER: J MOR! 1 DED ROOM RUMAING TRACK 1 1 1 1 +TAIR HALL TAIR MALL DLLACMERJ 1 IXYJICAL SVOPLY.R.COM CORRIDOR TOCK ROM DIRLCTOR LXAM: ROOM ClONLY CLOFT MITIAT CLO CLO: M.NVAL TRAINIMO DIRLCTOR EWING ROOM SEWING ROOM TICYCL DE ACH ROOM DXCELL VLSTIDVLL HON DRAWING ROOM: 1 FITTING ROOM fot •DASEMENT PLAN :SCALL ONL: FOOT ARLA +1 T ---1- 12 1.- GROVND FLOOR PLAN: SCALL f ONE TOT. FLOOR PLANS, NEW HIGH SCHOOL, LEBANON, PA. . A. A. Richter, Architect, Reading, Pa. 150 HIGH SCHOOL BUILDINGS SHAMOKIN HIGH SCHOOL, SHAMOKIN, PA. W. H. Lee, Architect, Shamokin. HIGH SCHOOL 151 BUILDIN BUILDINGS DRAWING ROOM 20- 6 x 50-6 STENOGRAPHY 30-09 x 35-09 900 QIROLA TORI PIETENTE BOY TOIL, CNEMICAL LABORATORY 30-0x24-09 STORE TiCRX PM. IRM. } LECTURE ROOM. 29-6826-0 ROOF KYLIGHT ROOF oops BOOK KEEPING 29-6' x 52-7 CORRIDOR 76' WIDE O DE CORRIDOR 7-6 WIDE PLAN OF THIRD FLOOR, ; SHAMOKIN HIGH SCHOOL. PHYSICAL NU la SE OD.E. LABORATORY 29-6-X 20-6 MUSEUM 71-0x11-11" OFFICE D. , 24 CORRIDOR 12-0 WIDE JAVE I CLAW ROOM 24-69x30-5 „TUDY HALL 71-8"x 29-65 BIOLOGICAL LABORATORY 24-6X 30-5 OFFICE TORE RM. t THIRD FLOOR PLAN CLASS ROOM 30-0x24-6 CLAN ROOM 30-0424-6 10210] GIRLS TOIL TEACHERU RETIRING RMI TEACHERV RETIRING RM BOYU TOIL. [12121 13 CLAY ROOM 24-68 20-4 оом CLAN ROOM 24-0x 20-4 + CORRIDOR CORRIDOR PLAN OF SECOND FLOOR, BALCONY SHAMOKIN HIGH SCHOOL, CLASS ROOM 24-6 x 25-4 11:31 Hoy OD.F. CLASA ROOM 24-6x23-4 2 3 CORRIDOR 10-0 WIDE Dag VP 24 TI CLAW ROOM 24-6X 30-5 VTVDY HALL 70-6" x 29-65 TREVH IAR CLAW ROOM WUPPLY 2-+-*x 30-5 ROOMS PRINCIPAL B S SECOND FLOOR PLAN. 152 HIGH SCHOOL BUILDINGS MOKE VTACK CLASS ROOM 24-6 x 30-0 WTAGE 40-O' WIDE 1818181 CIRL TOIL. CLAW ROOM 24-6x30-o ANTE ROOM WN BOYV TOIL. ANTE ROOM INIL10101 UK Ti Ve UNTINLUP Vo_THIRI ICLAXROOM 24-6x25-4 CLAW ROOM 24-6x 25-4 AVDITORIUM 71-0 x 62-89 PLAN OF FIRST FLOOR, CORPIDOR CORRIDOR O D.F. SHAMOKIN HIGH SCHOOL. CLAN ROOM 24-6 x 23-4 ODF אשה CLANS ROOM 24-6x 25-4 HÓA CORRIDORS 12- 6 WIDE NOIL_VP D. Vp DOWN WAITING TRE CLAW ROOM 24-6*30-5 BOARD ROOM 20-6x291-6 ONIO VPPLY toom AIR E CLASS ROOM 24-6x30-3 VPT. ROOM • FIRST FLOOR PLAN O SEBE BEE EEE PEE EEE GIRLW LOCKER ROOM 24-6x30- 181018 GIRLV TOIL BOY TOIL. 401818189 IDIDITII BOY LOCKER ROOM 24-6430-0 YERN HOWER VHOWERS UTORE ROOM Beil |||| UR GYMNASIUM 71-0" x 82'-0 Ales V'NAVIGNED PLAN OF BASEMENT, 1990 MANVAL TRAINING 24-6'*50-6 SHAMOKIN HIGH SCHOOL. CORRIDOR CORRIDOR D.F D.F. W. H. Lee, Architect, Shamokin, Pa. FICK 10 MUMMOBIL + LININK CORRIDOR 11-6 WIDE 9 p}ܙ SIMILE See 212. T AIR. BOOK ROOM 24-6x 30- DOMETIC CIENCE 28-69x 29-6 bel DOMEVTIC CIENCE 28-6x29-69 CLAWS ROOM 24-6x30-0 VP ENTRANCE OBAVEMENT PLAN • HIGH SCHOOL BUILDINGS 153 NEW HIGH SCHOOL, COLUMBIA, S. C. Urquhart & Johnson, Architects, Columbia, S. C. 154 HIGH SCHOOL BUILDINGS TARRaon Jad TOK SHOW ONOMERS Los TOILET WALE Tit. Sin GIMNASIA COU MAROA TAHUN CORPIO ORRIDOM -PATE STORM PLATFORM CORSIDOR Doar KETTING SOOM SENING FOON CUADS FOOM VOOM GROUND FLOOR PLAN, NEW HIGH SCHOOL, COLUMBIA, S. C. Urquhart & Johnson, Architects, Columbia, S. C. HIGH SCHOOL BUILDINGS 155 50 ANTE ROOM TAGE TEACHER TRACES LOOZT: OLI CI B + --- HA 55 BOOM COURT TEL SNEA ASSESSE SEHE 11 SES HO X - CORSI CLASS ROOM COAT EM 1 mo KM CLOSET GLASS ROOM PRINCOTAL SON OFFICE Boys FIRST FLOOR PLAN, NEW HIGH SCHOOL, COLUMBIA, S. C. Urquhart & Johnson, Architects, Columbia, S. C. 156 HIGH SCHOOL BUILDINGS uer... YAGE CLASS ove TOLLY COURT CI.ADFOON a30 CLASS-ROO) COAT FM 11 CONTRA corer OK Cho 1.HCTORA ROOM CLASSROOM CLASS ROOM CHEMISE LA SECOND FLOOR PLAN, NEW HIGH SCHOOL, COLUMBIA, S. C. MAIN CORRIDOR, HIGH SCHOOL, NEW CASTLE, PA. HIGH SCHOOL BUILDINGS 157 HIGH SCHOOL, NEWCASTLE, PA. W. G. Eckles, Architect, New Castle, 1 三​丁目​[二 ​cuss Room CLASS ROOM LIEB EM LOBODE DOO BLEV STOJA STORAGE ELRY SEE SLASOOM CLASS ROOM TERET DOTA LOT GIRL TOILET HTMITT - . CORRIDOR ROOM STURAL BYLIGHT CHEMICAL LAB, COMMERCIAL ноор MAIN CORRADOR, CCCTVRP RM PHYSICAL GEOGRAPHY DIOR . LIA MICAL LAD, non RODE PEYVATE LABS THIRD FLOOR PLAN, HIGH SCHOOL, NEW CASTLE, PA. TIT CLASS ROOM CLAS3: RM CLAV REXOM ROOM STOONE STORIALE STAGE CLASS. RM TII Los "YOILET GIRLS TOILET CORRIDOR COR.100m CLASS RM 1 LIGHT COURT GMT COURT CLASS RM AVDITORIVM CLASS RM STOY FALL MAIN CORRIDOR TIETT CLASSROOM CLASS RM CLASS ROOM L FIRST FLOOR PLAN, HIGH SCHOOL, NEW CASTLE, PA. CLARO AUS RIM TT CLAU WHO I VIRAL MAKAL LLC [ CHAT ROOM CLA/ ROOM CITALA VPIER PART OF ADDITARIYO 0,1 g N XVI.KH SKV. IGHT JTVDY HALL FALCONY TUDY HALL LAD TEACHES EM II PRINCIPAL OFFICE OLAY ROOM CLAC Wet Luxury CLASS ROOM TUDY HALL SECOND FLOOR PLAN, HIGH SCHOOL, NEW CASTLE, PA. 1 VAASDIGNED ALL * VYASSIGNED INSIGNED 11 Colibor CORRIDOR, VNASSIGNED 1761111 VPFER GYMNASIUM LUNCH ROOM COAL POR ROOM MAIN CORRIDOR TI 1001001 LOCKER ROOM FRESH AR. FRESH AIR LOCKER Rooms L. BASEMENT PLAN, HIGH SCHOOL, NEW CASTLE, PA. 160 HIGH SCHOOL BUILDINGS GED BOYS' HIGH SCHOOL, LOUISVILLE, KY. J. Earl Henry, Architect of the Board of Education, Louisville. HIGH SCHOOL BUILDINGS 161 H LINT 1 BOIL UNBOAVATED DUNKERS FUTUR ADDITION TUNNEL TUNAEL. UNEXCAVA 1 1 1 TUNNEL UNECRAVATED UNEXCAVATED Punip Ato UNE PAVES لاه Q T 1 RANCH HER ملا VATE ton ED 1 OT ARMER HEATER FOOT WARMER NLATORS M CONCRETE TUNNEL POR PIPES AND TEMPERED AIR UNEX n SECOND FLOOR PLA!'. : - 1 - m + متن SECOND FLOOR PLAN OF MAIN BUILDING. PLANS OF BENJAMIN FRANKLIN HIGH SCHOOL, PCRTLAND, ORE. 168 HIGH SCHOOL BUILDINGS PM KARLA MALA CLAUS RX Run: CLAJJRM 1 1 1 ZEMPORARY ASJAMOLING · Ran: .CLASS.PX: MOCA SOUTNCORRIDOR: *NORTHY CORRIDOR: CLASS • RM.. 1 I i 1 CLASSRN: 'CLASJRM LON. LANDIM.. AULA ARAT •PLAY.q- PIRST FLOR: Jcare.hr • •FRANKLIN HIGH SCHOOL: FIRST FLOOR PLAN, GYMNASIUM AND MANUAL ARTS BUILDING. 47 CLASS ROOM CLASS POOM CLASSROOM FOYER PPINCIPAL GENERAL OFFICE CLASS ROOM 26:40x270.1 QASSROOM, 24-105X23:30 24 x 24 264X230 X'123:1 C1o37 WUOLIC SPACE WOMEN TEACHERS CORRIDOR CORRIDOR ਬਿਧਿ OUTLLID UUUUUUUHT JANITOR GIRLS TOILET BOYS TOILET DOYS PAUGERY INTALE AIT YYATI 10 Poor POO MOON ROOM CLASS ROOM CLASSROOM GIRUS LOCKER 284 X10-92 25-1* 27-0% 23:1'xn-on CORRIDOR COR PIDOP LOCKER 28-4790'93 BOYS CLASSROA CLASS ROOM 7:172TIA " 1*X27:14 CORRIDOR CORRIDOR T CLASSR 20'ONIT CLASS RX 18** -r CLASS ROOM 26*11*** 257" CLASS ROOM X'X23-10 CLASS PM with X23-34 CLASSROOM 2. XX23-1' -FIRST FLOOR PLAN: : - I cane din FIRST FLOOR PLAN OF MAIN BUILDING. FLOOR PLANS OF THE BENJAMIN FRANKLIN HIGH SCHOOL, PORTLAND, ORE. HIGH SCHOOL BUILDINGS 169 nn MKN. AU. ARLA, COMCA DATTT Mar so Ion 271. MECHANICAL DRAWAG Virt MING ROCK . Archen. WCOD WORKING Roar. MCROL RCON FUTURE SWIAT.POOL ACOR, DCY JACULIS. GIRUS SROVERS OP امام PNT RA. JOUTRY CORRIDOR Soray too COOKIMA LAD. MORTH CORRIDOR. LON Jut JMOLT MCTAL WORK x DSYS LCCKER ROCK. GIRLS LOCKER ROOM MT MAN RCCM 1 POUNDPY, 8888 17617717 LECTURE RA. BOYS TOILET. MUIN Crouy TOILUT. 162 Helal AIA PLAN OF DASEMENT SCALAX.140. PRAMU HIGH SCHOOL PORTLAND One. T:A:NADAND. ARCHTECT.. BASEMENT PLAN, GYMNASIUM AND MANUAL ARTS BUILDING. SIK TOILET. :. 12" CONCRETE WALL. DOWN BOILER FLOOR PLANS OF THE BENJAMIN FRANKLIN TEMPORADY VTACK HIGH SCHOOL, PORTLAND, ORE. 58'X 28', F. A. Naramore, Architect, Board of Education, Portland. CEMENT FLOR CEILING PLASTERED ON METAL LATH. •PLAN- OF BOILER. HOVSE: 170 HIGH SCHOOL BUILDINGS . ORDIC ot MYINT USB 國 ​AR Web 1.97E where :// W17" ช FRANKLIN + HIGH SCHOOL PORTLAND - GREGON SCHOOL DISTRICT NO 1. T.A.NARAN.ONE ARCHT. Tech mely 614 J 7 끼 ​24170 79120 PAI STRELT 29 TH. AVENUE VE TRACK GROUP PLAN FRANKLIN HIGH SCHOOL ATHLOTIŁ MIELD 2217 DIVISION FIT PORTLAND ORL. SCALE 1-00-0 TAILO TANO IL HIGH SCHOOL BUILDINGS 171 நான் BENSON POLYTECHNIC HIGH SCHOOL, PORTLAND, ORE. (View of First Unit.) F. A. Naramore, Architect, Board of Education, Portland. 172 HIGH SCHOOL BUILDINGS :15 T* STREET LNA 13 02 PLDT 2 CORT D GIR LOCKER na - ATHLLTIC COVDT TON VOT 969 E 14TH ST E 14TH ST 2 5 See Actor Lozan 2 Luetes O DEY COTT 9 ao COURT LUING STREET E. GLISAN STREET (7) 2004 AX Ist ein SCALA FEATRICALL 200 locust 6 Last LXN0cm ETEEN ATYA L-13TH ST. COURI L-13TH. ST. GEOCLC 2. ADMINISTRATION DUIDING SONGS AVDITORIUM GYMNASIUM TERACE ENTRANCE COURT LLLL Sony Cart E12R STREET PROPOSED ULTIMATE GROUND FLOOR PLAN E OTNE BENSON POLYTECHNIC SCHOOL SCHOOL DISTRICT Mod MULTNOMAH Co. ORECON- POLTLARDO ELGON FANARAMORE ARCH'T. SCALN 1.40. HIGH SCHOOL BUILDINGS 173 lufoastm. 看 ​2 GOL LIOOL -Jai BOHONGO TOUNDRY toor : Brecits - PLONDING DO?. e o V ET Lovran 1 goo посука / vios TOOLS LOZIER 2 UTCIEX'. 1 NCIAL ALJIBBLY LALL EVIVRE DVILDING -BLACKSMITI vion - - Macane Joop taart IL LOOK LackiL.. Loom ETICTRICAL JIOT | Kuumad Cox, KOLKY MAGIC He Look WATE SASSAGE $TOCK toon DOILL 2001 VTVDE FEHBEDING LockLz La .. 11111 EREBUIL-DENG. ADDITION 1 1 1 CLIT AA. Arniu Ciucu LM. APILIUEuri LA. states CITTLx. HETUTT hand . • ADMINISTRATION • BVILDING: hos By Panic CI LABOLATOLY IN COUNte: Wrius SECTIA Loom 1 1 1 1 1 1 1 OR. IVRES EES BERG DYEDIGE 1 PRESENT FIRST FLOOR PLAN, BENSON POLYTECHNIC HIGH SCHOOL, PORTLAND, ORE. F. A. Naramore, Architect, Board of Education, Portland. 174 HIGH SCHOOL BUILDINGS Propieta so EN: HET 1 1 ! 1 1 1 1 i 1 1 1 1 11 1 3 - - 1 -- - Tags Com - MUL DLATTI DIE MOD the IRF Shere! gostino Maat 1 1 1 1 1 1 1 1 1 1 $ 1 1 1 SECOND FLOOR PLAN, BENSON POLYTECHNIC HIGH SCHOOL, PORTLAND, ORE. F. A. Naramore, Architect, Board of Education, Portland. HIGH SCHOOL BUILDINGS 175 SHOWERS هاهاهاهاها GYMNASIVM 80-6" X 30-? H GIRLS DRESSING ROOM 9:EZOT ZURUFU · SECOND FLOOR PLAN . SHOWER RS D.I.L... UPPER PART OF GYMNASIUM DAL COMY o MEZZANINE FLOOR PLAM t UPPER PART or EHG. RM. BOYS GIRLS DICYCLE ROOM 11.0x300 21:0x38-6 UPPER PART OF Dollte ZOOM 46.6 x 30-0 DA VED R I WIE O FIRST FLOOR PLAN W À Lik 2 WALL OF MAIN BUILDING BOILERS ENGINE ROOM 13.0" x 38-0 OMEXCAVATED PUMP RM DOILER ROOM 46-0* x 30-0" Up РоскЕТ AL O • FOVNDATION PLAN O. 0 r 1 L ܠ. ܐ نے ا [] FLOOR PLANS OF THE POWER PLANT AND GYMNASIUM BUILDING, HIGH SCHOOL, BINGHAMTON, N. Y. C. E. Vosbury, Architect, Binghamton. 176 HIGH SCHOOL BUILDINGS YKA EXIKIA A Ece ESS 90.gada HIGH SCHOOL, BINGHAMTON, N. Y. C. E. Vosbury, Architect, Binghamton. HIGH SCHOOL BUILDINGS 177 LECTURE RM 28.6** 24-6 IFTTTING MILL'Y OFFICE LAVNRY DŁORM DIMING KMIKITCHEN APPARATWU JOFTICEDOTANY LAD. | ZOOLOGY LAD 24.0121-6 25:6 x 746 PHYSIOLOGY LAD. SEWING ROOM 40... 24-6 18.6' 74-6 OIOLOGY LAD. 24-6366 CLAN ROOM 24-6x96-6 LECTURE ROOM 11.636-6 COOKING COOM 24.6x36-6* ed 1 со To will R. RID OR с о R. RIDOR lo-o Wide 100001 이이이​이이 ​00Y poblola ITTTTTT 00V ololololo D UD GIRLS GIRL UP blolololololol ၀၀၀ ololololololol STORAGE STORAG TREE HAND DRAWING ROOM 49.0" x 11.6 MODEL DRAWING 17.6.10-6 CLASI ROOM 176x 10-6 MECH. DRAWING 14.6 x 10-0 CLASS ROOM 24:6, 18-6- CLASS ROOM 11.6 16-0 R oor CLAS ROOM 14.6 16-6 CLASS ROOM 44:67 14:6 CLASS ROOM 14-613-6 CLASS ROOM 14:6 x 23:6 o C lo-ó Wiot co R. R. To o R JKYLIGHT lo-č WIDE C o R RID OR loro Wiot ÇOR. R loor toto Wipz C o R R L D OR SS coVT COVRT COM COVRT CLAJJ ROOM 21-6x26:6 CLASS ROOM 14-6x 16-6 JTVDY ROOM 24.6 x 56:6 STVOV ROOM 14-656-0 10 10 PALCONY CLASS ROOM 14-6*x 16-6 PHYSICJ LAO ELEM 93:6 x 240 CHEMICAL. LAO ELEM. , . 2 33-6 14-6 CLAN ROON 14-616.6 1) C o R 15-0 Rio o R Widt 2 C o R 15-6 e lo o R Wiot STOCK RM PHV/IC/ LAD 24-6 x 24.6 CLAS ROOM 2A- 633-6 TOCK RM . CHEMICAL LAD. 24-614-6 LECTVRL ROOM 36-6 x 24-6 CLAV ROOM 23-6 x 24.6° CLAJÍ ROOM 30-6*2A-6" CLASH ROOM 14-6x31:9" CLAJI ROOM 14-6,24-6 CLAJU ROOM 30-6**21-6 CLASS ROOM 23-6'x 24: 6 CLAJT ROOM 24-6'33.0 CLASS ROOM ZA: 6 x 37-9° APPARATWI JAPPARATV/ • THIRD FLOOR PLAN SECOND FLOOR PLAN FLOOR PLANS OF THE HIGH SCHOOL, BINGHAMTON, N. Y. 178 HIGH SCHOOL BUILDINGS MOVLDING RM 15.0x lois DLVE PRINT RM * 16.0*10.0 PO OF MACHINE SHOP 366 x 53-6° FORGING SHOP 37.0 53.6* et?. G MACHINE SHOP 35:6x 53-6 SHEET METAL 260x53.6 JTOCK TYPE WRITING STI.NOGRAPHY ELIM, OODKKEEPING 13.6'*146 13 6746 32.0"l1.6 LASKING DOOK KEEPING 17.6.14.6 CLAJJ ROOM 24.6 x 36.6 TOVNDRY 75-6x06 MECH. DRAWING 76-6 x 37.60 CLAJ Rook: 74.636.6 C OR R RID D OR 10-0 Wio C ! Do co R R O D R Toro Wien 1.7 00019 DOV GIRL wp. bebelbobitان ololololololol . DOVS [oboboblob TRON STOCK 18-6286 PAM ROOM MILL STOCK RM 19.0x15.6 10.0x180 STAGE * x 18.6 ALECTVRE RM 11-6x28.6" CLAS ROOM 146718.6 CLINS ROOM 14.6* 16:09 1 WOOD TVRNING) 24.6 136-0 Orrico ors CLAUT ROOM 1.16.13.6 CLAS ROOM 24.6.73.6 DoYJ LOCKERS 50'-0" x 98.00 GIRL LOCKERJ 50-0 x 380 10.0 WIDE C O P R ID o R AVOITOLIM 76.6'* 90.0 lo.Wide со PR to o R looo Wooe co R R ID OR looo Woos C o R RID OR MECH. DRAWING 11.6 x 43:00 COURT cover FINISHING ROOM 37:0**21:09 JOINERY SHOP 14'-6"x 61:09 KITCHEN 43.6 x 15.6 UTORAGE 70.0" x 15.6 JTVDV ROOM 14:6-56-6 PS JTVDV ROOM 24-656-09 DOVÉ LYNCH ROOM 43.6" x 14.6 TEACHER 16.61146 GIRL LVNCH ROOM 14'-6" A3:6 x MECH. DRAWING 14.6 x 16.6 C RIDOR C o R 15.0 R RIO o R 15-a WIDE o Gilllll WIDE RM DOOKI FACULTY RM 27.0 x 24-6 LIBRARY 14.09.2016 DOVI LOCKER 49-6*124.6" GIRL LOCKER RM 49.6x24-6 PRINC WV OTTICE 19.6x14.6 Tm1Mmmm Глда °°°t CLAS COOM 24:0:37.99 GIRLV 0000oplook DOV/ LOCKERJ 14-0" X 31-60 CLASS ROOM 24.6731-9 GIRL LOCKER 24:0*x 37: 6". AREA AREA FRUIT FLOOR PLAN • GROVND FLOOR PLAN FLOOR PLANS, HIGH SCHOOL, BINGHAMTON, N. Y. C. E. Vosbury, Architect, Binghamton. HIGH SCHOOL BUILDINGS 179 He AUDITORIUM, HIGH SCHOOL, HOT SPRINGS, ARK. MACHINE AND DLACKSMITH HOP 31-0"x 700 ROOM 31-070-0" LATSIAA GRPENTER SHOP GIRLS COLE 328X3710" DOMESTIC CIENCE 34-637-70" toilet ANTERME ANTERM CogeDOR 12-0WIDE CORRIDOR 1250wide TORE ROOM HORE DINING ROOM 44.0" x 23-0" MECHINAL DRA Room 23.0" 31-09 PASI PANTRY 20-0-01 KITCHEN 23-031-0 BASEMENT PLAN, HIGH SCHOOL, HOT SPRINGS, ARK. Sanguinet & Staats, Architects, Fort Worth, Tex. 180 HIGH SCHOOL BUILDINGS T HIGH SCHOOL, HOT SPRINGS, ARK. Sanguinet & Staats, Architects, Fort Worth, Tex. HIGH SCHOOL BUILDINGS 181 FOURTH FLOOR PLAN. THIRD FLOOR PLAN. COTER PART OF Gymnasium GYMA/I0n 6214*X 7010 Hete GALLERY סודרבגג Prover] WER glalati OPPSP PART of Coomi bo IFFIFTH Oppte PART OF ROOM STENOGRAPHY | TELEGRAPHY 23.0"rgo'o'l 15:7 "A 30-01 LOCKER ROOM Monica Romana LOCKER ROOM FOLLET, Room 11:44"* 3010". LOCKER Poon 180x310" i LOCKER . ROOM. 180*31.0" 600 orig NO OPPER part of Antelo Copriooe Roon PUN no COP९.००२ ITRAI CORR WOR 17.0 Wise ICLO Cio Closet PHYSICAL LABORATORY 27:1x 23.0" +ESTORS ROOM CHEMICAL LABORATORY! 27-6 23 PR KELPING 2>31-0" Oer Ervatopy BIOLOGY Poon 23:0** Show [CLO 5 TTD) SECOND FLOOR PLAN. FIRST FLOOR PLAN. AUDITORIUM 62'-*** C9-2" UPPEP PART OF AUDITORIUM JUL -- TITI 171109 Elog cos,719 11o Azio CLUI POOM "Lazio dos U lirios sabatt...21.0,!! 330x900 dition in U ROOM OneASoo" PELAA LA boooo (LAIT ROOM QUI ROOM 23'0'430'0* 23-on solo" RECEPTION ROOM RECEPTION ROOM RECITATION ROOM RECITATION ROOM JANTOL /yox IMG DENING /T&GE FOOM im Ooo Horte ROOM NIIIf 000 (LOAK RM. {ulܕ (2004 PM ANTE Rn UP CLOAK UP (Lour KM 17-0** ENTER Landing RIDOR Code CORRIDOR CORRIDOR 1240" WIDE EHTUCE 11o WIDE WEMA LANDIN chs UPTS. (LIIT ROOM 169" 23" RECITATION ROOM :, (LMI POOM 26*4*x 2349° (Lall ROOM ng'omo" PECITATION ROOM soigrica RECITATION KOOM 21'0"x 230 CLOAK Room RECITITION ROOM to czasu (Coax Roan CLASS ROOM (Loxx Ro Orrice 12:7223+ MALATI GIHERAL Orrice 113123:40 Diddo 0. PRINCIPALS OYOY LOAK Clonk RM W ROOM 23'0" Dio 22.o e gio" Lll1 ROOM • ENTRANCE FLOOR PLANS, HIGH SCHOOL, HOT SPRINGS, ARK, . 1 182 HIGH SCHOOL BUILDINGS HIGH SCHOOL, YPSILANTI, MICH. Robinson & Campau, Architects, Grand Rapids, Mich. HIGH SCHOOL BUILDINGS 183 1 TOOL RM COAL 170"x 32-0" MECH DRAWING 32' X 22'8" MACHINE RM 4.7** 28 요 ​ROOF OM PRER. ROOM 32' X 15 1) BOILER RM. 30:0". 40:0" WOODWORKING SHOP 47' X 26' WASH RM TOOL FINISHING RM' RM TOILET GIRLS Boys TOILET gurul thinn DN. CLASS-REC 25' x 32 CHEM, LAB. 25' X 33' 6" KITCHEN JANITOR UP UP Roop DOW CORRIDOR LECTURE RM. LUNCH RM 44'6" X 29 25' X 2 3 CORRIDOR LIBRARY STUDY HALL 29' x 45 25 Y 48 PrYS LAB 25 X 336 RM UNPACKING Roor STACK RM. MI UP DOWN DOWN UP PRINCIPAL'SI OFFICE Giel's LOCKER REST CORRIDOR CORRIDOR RM. STORE RM VESTIBULE BIOLOGYĆ AGRICULTURE CEN. OFF. PRI.OFF FREEHAND DRAWG CLASI-REC. RM. 47'* 25 CLASS-REC. Dm 41'4" X 251 CLASS-REC. DM REC. RM. 16* 25 32'Y 25 32' X 26 32' X 25' SECOND FLOOR PLAN. FIRST FLOOR PLAN. FLOOR PLANS, HIGH SCHOOL, YPSILANTI, MICH. 184 HIGH SCHOOL BUILDINGS Mill A GOOD TYPE OF SEWING ROOM FOR A HIGH SCHOOL SEWING CLASSROOM, HIGH SCHOOL, YPSILANTI, MICH. GIRL'S Torlet KITCHEN 25+ DOWN "STORE DINING RM RM 14 x 16 RBCEP- TION RM CORRIDOR Roop CLASS REC. RM 25 X 32 FLOOR PLAN, HIGH SCHOOL, YPSILANTI, MICH. CLASS REC RM 25 Y 32 WIDOWN DOWN REC. RM CORRIDOR 23' XIT STORE RM FIT- DRESS MAKING 37 x 25 STENOGETYPEWRIT." 32 x 25 BOOKKEEPING 47' X 25 TING RM THIRD FLOOR PLAN. HIGH SCHOOL BUILDINGS 185 GYMNASIUM Running TRACT 1 FIFTH FLOOR PLAN, HIGH SCHOOL, BLOOMFIELD, N. J. 1 ration Roop 因​园区 ​C C L. ROOF SKYLIGHT 10 Lont AuschpLY can DODORO 0101010 TU11 X SNV Ren Lapr Douto 0 05.19 Toner 1.1 FOURTH FLOOR PLAN, HIGH SCHOOL, BLOOMFIELD, N. J. airls ORCISING Room ロ ​Doya Desa KOM GYMMASIUM girls Y x STAIRS OTAIRS RU Nu tan ST RL ROM DYSKAN "7 BORATON LYSKAU HL EMLKU dioLolay uboritour LEATURE Room 0 1 Rgvolving AIR CHAMBER oo LITT I10 1°F= DOCT VOUT DAL LONT DONC UT dials Toler Тост THIRD FLOOR PLAN, HIGH SCHOOL, BLOOMFIELD, N. J. ROO [10] [o LUCON 2000 Todatab Local abb gir lock om 4 دوم Test Ain dixis Joys CORRIDOR. STAIL TARS II SPACE tar KOQ sus 186 HIGH SCHOOL BUILDINGS HIGH SCHOOL, BLOOMFIELD, N. J. C. Granville Jones, Architect, New York, N. Y. HIGH SCHOOL BUILDINGS 187 OM 1 ! 1 DOR, Lam Dont Out Cont LIGNL DONC LIGNT ) 1 1 | pone want 1 Assemour Room GALLERY 1 Coo ! [ 11104 19 Dor WC onls' hoinar TIT .is (OCKCP Roon IIWI111 koax a2207.CO ourt diru CORRIDOR OTAIRS QT VAS ROM DA III. SECOND FLOOR PLAN, HIGH SCHOOL, BLOOMFIELD, N. J. : ATL Koon STAAL TAN ATL voor LO IgE RED Clobal be TOIT TUXia 000000001 Tee UTIN 100100100 Roon او DOYS' cox Rigor SIA STAIN) phon West !!rorem HAU Vavur DOOD. TO DOHShe Xiedz RDOM Olga DOMKD Roon Dones PARTE DOC 09600.1 Dan000 CARTUCHOCO DOON La D.00 Torop VESTIDULL FIRST FLOOR PLAN, HIGH SCHOOL, BLOOMFIELD, N. J. Chas. Granville Jones, Architect, New York, N. Y. 188 HIGH SCHOOL BUILDINGS P۱۲ مرو PA 11 DOC Dr JANITOR OOK COAL ROOM JAS DOILER Room وات DOYS CYCLC Roor DISQUE ROOM চাণ 14 dis Tomcr DOYS' Torut SUPPLIC SUPPULS SUPPLIES og aruto S koor GIRLS LOCKER ROOM TAM A MOTOR Room PASSAOL BOYS' LOCKER ROOM YAN am Moron ROOM MITIMUNIT MOD DIRECTORS tA LIVE DUico ROCA 1 Git dors' TITUS LA CORRIDOR VaRUNLE. SOVE Stมตร O LAIN ROOM MECHANICAL DAAWING Room BO G Undi Room CUT Soving ROOM SHOP INDI 11.000 0 1 0 1 0 1 1010) 1.100 GILDID Tunning CAST 다​. JHUL BASEMENT PLAN, HIGH SCHOOL, BLOOMFIELD, N. J. FUTURE CORRIDOR H BOYS' TOILET ROOM GIRLS' TOILET ROOM 围 ​BOYS' COAT ROOM oboll 101 O lololololol Polit GIRLS AT ROOM 4 1 . BOYS CORRIDOR QIRLS 4 BOYS COAT ROOM STORAGE DOMESTIC SCIENCE LUNCH ROOM GIRLS COAT ROOM BASEMENT PLAN, HIGH SCHOOL, ANDOVER, MASS. Fisher, Ripley & Le Boutillier, Architects, Boston. A HIGH SCHOOL BUILDINGS 189 !!! lin HIGH SCHOOL, ANDOVER, MASS. Fisher, Ripley & Le Boutillier, Architects, Boston. 190 HIGH SCHOOL BUILDINGS Roof Monual Training O DO OD suarcase. 0 Dressing Rm il Stage. Assembly Hall IH Dressing in Stair Holl. Porch Poroh Stair Hall. N Corridor Roof ind 비 ​Won Toochers Class Room Study Hall Commercial Room Typewriting Rm. Class Room Class Room Study Hali Library L 2 H Corridor Corridor INDINTI 4 Recitation Rom Lecture Room world Physical Laboratory chemical Laboratory བས་ཐབས་མང་བ་བཅས་ Teorchors Recoption Room Supt. School. Schools Committee Recitation Room. Class Room Class Room. Class Room 1 1 Principal Class Room JE OIDU الم FIRST FLOOR PLAN. SECOND FLOOR PLAN. FLOOR PLANS, HIGH SCHOOL, ANDOVER, MASS. (The rear building is old and is to be replaced at a future date.) HIGH SCHOOL BUILDINGS 191 ATZ 0 LOGANSPORT HIGH SCHOOL, LOGANSPORT, IND. Herbert L. Bass & Co., Architects, Indianapolis, Ind. 192 HIGH SCHOOL BUILDINGS ROOF-OV LA GYMNASIUM SECOND FLOOR-DLAN- Jcale Hz1.. HIGH SCHOOL: · LOGANSPORT-INDIANA- HERBERT L BASS-CO • А AR CHITECTS . RECITATION. ROOM RLCITATION 2001 R o CHEMICAL LABORATORY- 112 4 RECITATION. ROOM RECITATION-ROOM PMYSICS. LABORATORY 11. A. R R d FRECITATION-ROOM BALCONY: R FRECITATION. ROOM JTOTKROOM. C RECITATION-ROOM- ....... TOLLI OOO TOILLT GIRLS 00:. TOILET -LECTULL-ROOM TE RU IHRE с C R R 1 D R IL:. DRAWING в от ANY .STUDY ROOM- STUDY. ROOM 56. .. THUPPER PART OF GYMNASIUM H. 54 o JL LUNNING.TLACK?" FIRST-FLOOR -PLAN Scale kl. HIGH SCHOOL LOGANSPORT INDIANA MEROERT L - BASS 4.ca ARCHITECTS утла Е. од. (1.3 ТВ. А PIT. HELCITATION-ROOM RECITATIOH.RoOut INDO • • • • • DOR CLAWS ROOM 1. CLASSROOM 120. 31-0 14...) 0 0 0 1 RLCITATION-ROON RLCITATION - LOOM 120.7.0 EM 1 Yer R- R. WIOL 2011 R R R LECITATION-ROOM RECITATION-ROOM .LO... 11-04 110 · CLASS-ROOM- CLASS-ROOM • L. 1'. oco GIRLY.TOILET .OOYS . TOILET bleu Table 10 Han mun umrl! O R R j D R. HIHI lau •CLASS-ROOM TEACHERS ROOV PLINCIPALS WAITING .OTTICL- -ROOM- WOMENS RECITATION - ROOM . ROOM .STUDY . ROOM -LIBRARYA 1.414.0 1.4 23.6 VESTI OULU Oo 231-6 FLOOR PLANS, LOGANSPORT HIGH SCHOOL. HIGH SCHOOL BUILDINGS 193 GYMNASIUM. BASEMENT PLAN: Scale- HIGH SCHOOL .LOGANSPORT INDIANA MER3LQT.L.BAJJ.4.CO. - ARCHITECTS. C • Со CORDO о р р о р skylight CLASSROOM- RECITATION ROOM 1 140 FORGE-ROOM. GIRLS LOCKERS SWIMMING POOL BOYS LOCKERS 22 ) Р SHOWERS OVE MECHANICAL LIQUIPMENT Pro .. SHOWERS CLASS ROOM RECITATION-ROOM LA her room і 11.os CLASS-ROOM- الإدارد GIRLS TOILET BOY 3 - TOILET 4] 1999 R I D o R SEWING ROOM - .WOOD TURNING DOMESTIC SCIENCE WOOD - WORKING JUPPLIES BASEMENT PLAN, LOGANSPORT HIGH SCHOOL. baby POPOLTTTT THIRD FLOOR PLAN, HIGH SCHOOL, BUTLER, PA. 194 HIGH SCHOOL BUILDINGS -BTTLER-HIGH-SCHOOL-BUILDING - BUTLER - PENNA - W-GECILES - ARCHITECT- NEWCASTLG - PENA HIGH SCHOOL, BUTLER, PA. W. G. Eckles, Architect, New Castle, Pa. HIGH SCHOOL BUILDINGS 195 RESTO GYMSM COVICA tot As AVON Cacao DO CLASS 2 SECOND FLOOR PLAN, HIGH SCHOOL, BUTLER, PA. PANO SALLE DE SLR OR 100TM AVTO KICR (COLU FIRST FLOOR PLAN, HIGH SCHOOL, BUTLER, PA. W. G. Eckles, Architect, New Castle, Pa. 196 HIGH SCHOOL BUILDINGS 1] TE HIGH SCHOOL, SELMA, ALA. W. T. Warren, Architect, Birmingham, Ala. HIGH SCHOOL BUILDINGS 197 ANTE KU Donec AN TE RU DARK KM STAGE LABORATORY 24:0*20.0* DOMESTIC SCIENCE ART. 240x288 SART L24 . D D. AYDITORIVM. SEATS-700 LICTYRE ROOM 24:0 x 280 1 MECHANICAL DR É ART 2493287 k. COSECOND FLOOR: PLAN • . δOYs COAT RM 打​五​口​口​甘​甘​己 ​1口​口​口​口​口​口 ​ELAS : 0000 10:00 00000000 TECTURE RM 30'51' SEATS 200. GIRLS CIDAK RW. 口​口​口​口​口​口 ​hogg0000 ELAS RED Abiddiin 00000000 CORRIDOR 12.0' WIDE V? U? PRINCIPAL RECEPTION RM LIBRARY TEACHERS REST RM Syping OFFICE CLASS RM. 124X 28 12:6720:0 15:0*x 20:00 CLASS RM * 2. 24'X28 D 17:6X12:03 150x20:0 • FIRST FLOOR PLAN ARCA Oce GIRLS TOILET 16:6*X28-0" BOILER RU GYMNASIUM 50:0X62.0 COAL RM. 24:0X20.0* SHOWERS 70x180 [ SPECTATORS 12:0PX62:09 VP VP SHOWERS 7:0"X16:0 MANUAL TRAWVG 19:0° 73:0 MANUAL TRAINING 24:0'X 200 BOYS TOILET 16.6*X28.0 STORES. IT • BASEMENT: PLAN FLOOR PLANS, HIGH SCHOOL, SELMA, ALA. W. T. Warren, Architect, Birmingham, Ala. 198 HIGH SCHOOL BUILDINGS 2 HIGH SCHOOL, WEST ORANGE, N. J. Dillon, McLellan & Beadel, Architects, New York, N. Y. HIGH SCHOOL BUILDINGS 199 LABORATORY Anas- DLAVING ROOM. 2da2" GLASS Ro an tha PUPILS SAATA CLASS Roam, 110'* uit. 4. PUPILS. COAT LDOOR AUDITORIUM BUILDING ROOP .GOATS CLASS CLASS POOM 20 pupils 7 INNIH PLAN OF WESTORANGE SCHOOL.GRQUR AT .SECOND FLOOR LEYL OF HIGH SCHOOL SCALE - 416*- 110 .LOAS. CLASS 2.O' A 30' to PUPILS ROOM CLASS ROOM 24' Oklo! 40 PUPILS TRACKERS EN CRAIO WEST ORANGE HIGH SCHOOL SECOND FLOOR PLAN FALRMOUNT GRADE SCHOOL ...Roge. DILLOM, MCLELLAN_8..BEADELAARGHITEGTS 3,..WEST. 29TH STREET.. NEW YORK CITY. 200 HIGH SCHOOL BUILDINGS . ERKLACE_OLALAL LECITATION ROOM 6.CY Joo 27 PUPILS RECITATION ROOM RECITATION - lo' ...'.. 27 TUPILI. CLAS3.,ROOM 22 2 Vio .to. PUPILS CLs ROOM 22 no_ horuri to SUPILS APUR AIR AUDILOBIUM GALLERY - VI LAIS. th MA COAT ROOM TEACHERS' ROOM 10:7'» 23:25 KECITATION Roon U'g'22a 2+ PUPILS O 3TUDY KALL PRINCIPAL u171 CLASS. ROOM 23:2"Jio'. to PUPILS AUDITORIUM BUILDING GALLERY PLAN 320 SUPERINTENDEN IUTI 151 PUP.LLS CLASS ROOM 21.2*di'o' to UPILS o DOARD ROOM T', 22'0. STOCK ROOM PLAN.OE WEST ORANGE SCHOOL Group .AT FIRST FLOOR. LExeber OF HIGH SCHOOL 16'=1-0"- COAT ROOM SCALE OPEN AIR CLASS CLASS ROOM 21! Uno" 4o Purina CLASS ROOM 21:20 to PUPIL ALG!TAION ROOM 24'o sa 2: to PUPUS LESITATION, ROOM to PUPAS LECITATON Room 62a't 14_AIL WEST-ORANGE HIGH SCHOOL PIRILOR PLAN. FAIRMOUNT GRADE:SCHOOL SECOND FLOOR PLAN. DILLON MALELLANI BFADEL, ARCHITECTS 3.WEST_29IH STREET NEW YORK CITY HIGH SCHOOL BUILDINGS 201 STAR PS:$ws CMS UMASSIGNCO 21n MANUAL TRAINING. *** A tot CLASS ROOM 23 2° 21' PUPILS CLASS ROOM I' o* 40 PUPILL PLAY Room AUDITERIUM YS 19 SLATING CALUY-T) NAWRO GALLY 2 VAULT DIA OPIT TOILET doys' ToneT. T Tontt COAT لململململط او ۲دی۱ (CHUO falalal CLASS ROOM 2)2'sio 40 TIL 106 COYS: Loc.kr RCCM consta GYMNASIUM poleas TAN ITIK XX AUDITORIUM BUILDING MAIN FLCOR PLAN TOTAL CURAGE. 140.130 i TOTAL ANXITY 732 sirs ਨ MAN TIRLS LOCATA ROOM 32:6* * 7's CLASS ROOA 23'1. 11:0 4a UP JANITO Lenz'o' CAL TTT TITT U TOILIY. colla TOILET ملململها PLAN OP WEST ORANGE SCHOOL GROUP. AT BASEMENT FLOOR LEVEL HIGH SCHOOL SCALE 16 4:0" JN. VAULT STOCK ROOM OF LAY * ROOM CI.ASS Коом 23:20 31.0" to YVPILS CLASS ROOM 232.3i'ni to Purins UNASGIQMED do' DOCTORS KOOM SEWING ROON см 278, L14 WEST ORANGE HIGH SCHOOL -BASEMENT PLAN. TOTAL CUBAGE " 508,008 CV.Fr- FAIRMOUNT GRAVE SCHOOL FIRST FLOOR PLAN TOTAL CuenGL-44,303 Cu.FT.- TOTAL ATACITY to Purils.. 240 Upper LADE TUPILS ISI HIGH SCHOOL PUT ILG POSSIBLE CAPICITY. JOG PUPILS I ENTIRELY CRADL SCHOOL 300 PUPILS IF ENTIRELY HIGH SCHOOL. DILLON, MCLELLAN & PEALEL., ARCHITECTS 3 WEST 29 TH STREET NEW YORK CITY:. 202 HIGH SCHOOL BUILDINGS HT HIGH SCHOOL, AMHERST, MASS. Clarence P. Hoyt, Architect, Boston, Mass. HIGH SCHOOL BUILDINGS 203 STORES TYPEWRITING ROOM 22.0*23:00 STORES STORES APP TUS STUDY 23-0'se-6 PHYSICAL LAD 23-oʻx390 GYMNASIUM 39-o52'-O COAL 19-0°x320 23.0990 LLCTOR 23-93 MECHAMIC ARTS 23-O'X64-6 DOOR-KEEPING BOOM 23. 0.33.0 oai CORRIDOR Soala ao a. -OOL CORRIDOR CORRIDOR ao alzOS AIA-. CL 155 RM 23.0 x 33.0 YD DOILER RM 23-037-6 HEECTION EN DRAVING RM CLASS RM 23.033.0 PRINC'L 3-6'*10-0 LIORARVI W TEACH 20.00 13.6e- 15-23- 13-623-6 CHEMICAL RECITATIOA ROOM 16-23-0 DOMESTIC SC CEE 28-0' x 30'-6" ul STAGE 12-o'x200 HEMME EN ORRIDOR WIDE U ORRIDOR 12'-0" WIDE CLASS RM 23-0x3.6 CLASS RM 27-630-0 CLASS RM 27-6x30 c CLASS RM 23.0*33-6 CLASS RM 23-03-6- ASSEMBLY 43'-0" X 66-O 2OOM GIRL DIOLOGICAL LAD -23-03-6' LOCKER RM 23-03356 LUNCH RM 26-6' x 30-0 LOCKER RM. 2310'xa3-6 LIITIH Joooja A BASEMENT PLAN FIRST NOOR PLAN SECOND VLOOR DLAN PLANS AND VIEWS OF THE HIGH SCHOOL, AMHERST, MASS, 204 HIGH SCHOOL BUILDINGS 1 LECTUL OPEN AIL COLLIDOL CLASS . UN CLC 6.23 EXHIBIT HALL LOR LA WATILO LOORS 720 MUSIC LOOX 200r UNION HIGH SCHOOL, REDONDO BEACH, CAL. Allison & Allison, Architects, Los Angeles, Cal. LOOF DAT YULMAND 2 LM 3316 STAGE DALCONY ppp • THIRD FLOOL. PLAN LOOT OF PELGOLA TO MANUAL ALTS BLOG CLASU LOOK Extd LEFT: SECOND FLOOR PLAN. 1 L tuttaa UTHM mu WI OURCE LOOF CLAJ LOOK 24.23 Loor COLLIDOL Frans CLAU LOOK 256.23 OPEN AIR COLL COLLIDOL BO MUSEOX 1 STUDY HALL 360 STAGE LIBLALY 26-11 CLASS LOOK 246.13 COLLIDOL CHLAULT LAS 1 COLUDOL CLASS LOOA 213.23 TH 2 many CLAU 100M mars ADMINISTRATION BUILDING HAH SCIENCT, AN HOUSE HOLD ARTS BLDG COMMERCIAL NO CLASSICS BUILDING HIGH SCHOOL BUILDINGS 205 V . 10 . ..... ; i TE COOKING LAW LOON FUTURE "GYMNASIUM. DLDG TI PLANTING DINING umus 30 14. ucra ne INVIXC 12 STAGE LOOK DORUSTIC CUEX. Lue GLASS WALK I JIWING 4 MWIX 23. 24:6 COLLIDOL ololololololol 111101 VID 1001011001102 MITYS, Larisa ..zo. CLASS LOOM 23.12 •T studistis***** 20TL PA 0 UDIQLU J100 JALOO COLLIDOR PUNTING ১ SEWING CUS 100m Vieras, Juilu MALO uu ca OP? TU SCIENCE HOWEHOLD ARTS DLDG. LOTUNDA CETTION SLODA bolololololo 111102: Fiog OBODA MACHINE SHOP 9'. 2 LOCKILIMUI Loonatal 1 SUINIJ 17.10 TOLGE SHOP A JANITOL ***.** Ngur, TEACHELS HOOA ***** STAN LA. MWINELAS on! 11701 SLOT OTTICL TOOLS LOGGIA Hitt ...CI VICIILE ALT ALTAL 23. 200 PIRMAL COLLIDOL W PELGOLA ADMINISTRATION BLDG. SOTTILY -109-0-- Cws LOOM (il Tous MATHERANCJ CW3 Looh วฯ D:CTATION L'A. 24.4.2 1 TYPEWLITING CLAJ LOOK t. 29'o* HOWLING TexUSING LA 2.2. CABINET CADINFT SHOP 46:01 MECHANICAL DLWG. VOLK L'n he 17-18 'د .دد COLLIDOL -46 7 TEST MANUAL ARTS DLDG 11.ANCUJCI INL. COMMERCIAL A CLASSICS DIDG. DOOKKEIDING CLASS L'A. DARK LODDY DOOKKEETING CLASS LOOM UCURU ILANTING 하 ​Il TYM VAXTINO 102:0 - 2144 to -27.0- of ILANTING 15116 I 01... video 111741 UNION HIGH SCHOOL REDONDO BEACH. CAL LIIGA MINI ALLIJOX · AND ALLIJO1 ALCIITICIS 103 AMGILLS CAL تری) * CALI01 INCETRUS. JISTINN TILT MAIN FLOOR AND PLAT PLAN, UNION HIGH SCHOOL, REDONDO BEACH, CAL. Allison & Allison, Architects, Los Angeles, Cal. 206 HIGH SCHOOL BUILDINGS SCHENLEY HIGH SCHOOL, PITTSBURGH, PA. Edward Stotz, Architect, Pittsburgh. Η ΟΙ Η 10O HOS 207 BUILDINGS 71 AG r. . H ILNALUL I KM WOW a O O a ) 1. * CLASS LOON 528 4 DV CLASS LOON 321 1 *** CLASS LOOM CLASS LOOK 40 SO Y TO 319 CLA Clan Loorl ancovat CHILIG Yev WOU AND THILD 1100L "OPLAM LOOX JIS CLASS LOON Fr : 19.01.17.AX ILAN MILLK . chom the CLASS LOON sto -لات- OCK LOON 1 KVAL VAN LOS ""** ) CLASY took th CLAPTS LOON COYLY >OTT corai I I IElit; 316 CLA) MOON XI WOD noa huu 70 1190 Weats Toitl' c)1 Vitit 1 AYSIQ **! TILMAMD DLAMAG 22 (11) AYU1C 18. .GADI CLA) COON Y09 CLASS L.COM 301 CLA LOOM >05 (19 LOOM JOD ' TASS TNT 302 NOOR22 V CCOON 308 CD ROOT SIO STYDY HALL * TVDY MALL D JOO 301 300 10 ini som MY gons 100 THIRD FLOOR PLAN, SCHENLEY HIGH SCHOOL, PITTSBURGH, PA. Edward Stotz, Architect, Pittsburgh, . 208 HIGH SCHOOL BUILDINGS aus Him IC نشستن TIMES m. Gift Front MILLINLU aitoa Pool *TLOGUN 120 delete 71.it AL mitumia mo 110 +41 O el LLS beri 1 UTCALA ! IN 20 WAAR INI AUC rrit . wo 10LT LOTU HAMID IN!! Hoor Bair نيه- 1 Canartu 7506 ( เรยรา DUT OSATUS F CLA هما ددهای متحده CCASTOR CLS VOT CLA) 004 ro) CLA), 201 C. VOOX 204 C66UX 22 207 103 101 03 L. . SECOND FLOOR PLAN, SCHENLEY HIGH SCHOOL, PITTSBURGH, PA. Edward Stotz, Architect, Pittsburgh. HIGH SCHOOL BUILDINGS 209 hu OU 7 OTA v nominibro atio \ATIO! My Loc. nonosti ITC INYO BIOLOGY al 120 GEILUL SCILVCL AXOLSTON LADOLATORY 10 BOTANY D LADOLATOLY Ray LA > LOON NS C . CLAS OS SIU UT 1 ADOLATOU > วะ Tutim, 12V 09! TITOLS RU ܬܕ݁ܺܝ g . - fܗܕܐ 10 (ITSICS LASOLATOLY (LTH LOV SOVYM COV هه مشع *.wii 100. IQILLIG 41 IR "ALAINS TOT ü 20. 62 701 TOT su 103V po kufikia ?) ANT KU 24 CLA: Oor 101 LAS LOON 10> CLA>> VOON 10> AD1X NON MOO 101 C.A Dies CLASS MOOR IOO 102 CLA) MOON مادد. با ما CASA LOON Ilo WMA 1 16 108 L141 $117.10 ס.וען FIRST FLOOR PLAN, SCHENLEY HIGH SCHOOL, PITTSBURGH, PA. Edward Stotz, Architect, Pittsburgh, 210 SCHOOL BUILDINGS Η ΟΙ Η ti T finess แวน WOOT Bu -- LYNCM, Loom Rors): HO A. r no ܘܘܩܙܢܚܘܝ DOG > LOCKEL LOL S DUCISAM ܟܕܘܗܝ LOCKLE LOOM LOOM 4 YT '1 VOLIA LT OT> sun? LOCALS OOR G ROO WA file VILTT VOOR . Cr GEM 1 tout unnt oferi H sortu LIIKL LOIY JDI. 74111-16 NAICYUWA 2 100 WINXING 10.1 IUTLYCTOR OG ارداد WIC MOON INSTANCTION LOOX CYMANIYMDULING VOOR MU DIO GROUND FLOOR PLAN, SCHENLEY HIGH SCHOOL, PITTSBURGH, PA. Edward Stotz, Architect, Pittsburgh. Η ΟΙ Η 211 SCHOOL BUILDINGS ... A er ALCMATIC FOR T15 K senc doon Litio ALTAL *OnD1NC 100 by wo din Woen wowy Lol تتعامنا ... Z rors voo LINE HATTE hell DO robot TY WOO. nih ร סורנו NOON (mour CENLLAL STOLACE 01- ... INTLRXLDLATL PLAX SHOWING OLIV LLILI HUCHANICAL UMK.pl HIMENTE قفسه لمسه دين 1 ना UTAL MACMINL 2008 zon de tomar o + rince 1976 7 HC KOO TWITUELAXArt urmat awtinis dar hu) LAAT T UZRUSSULT SHARico WS fuJI AIL A4 AVA O BASEMENT PLAN, SCHENLEY HIGH SCHOOL, PITTSBURGH, PA. Edward Stotz, Architect, Pittsburgh. 212 HIGH SCHOOL BUILDINGS VENICE UNION POLYTECHNIC HIGH SCHOOL 2010 UE ADMINISTRATION BUILDING, UNION POLYTECHNIC HIGH SCHOOL, VENICE, CAL. C. H. Russell Co., Architects, Los Angeles, Cal. HIGH SCHOOL BUILDINGS 213 ROOF-PLAN. ADMINISTRATION. DUILDING VENICE-UNION-POLYTECHNIC-HIGHSCHOL. VENICE-CALIFORNIA. SECOND.FLOR. PLAN, ADMINISTRATION. DUILDING VENICE-UNION.POLYTECHNIC-HIGH-SCHOL. VENICE-CALIFORNIA. ROOF C.H.RUSSELL:O:ARCHITECTS LOS ANGELE). CALIFORNIA, CH.RUNELLO ARCHITECT) LO). ANGELES. CALIFORNIA. C L N N LANGUAGE MATHEMATICS HANDIO 00! TLT OFFICE DALCONY OFFICE MOY.TOILET: GIRUTOUILT LUL MOTION PICT KU LANGUAGE MATHEMATIC) Lime STAIR LANDIN 29 F CONFERIMLI CORRIDOR CONFERENCE Polisen 11-11 FOOF GARDER- CORRIDOR -ROM GARDEN HISTORY ENGLISH ENGLISH HISTORY INGLISH OFFICE OTTICE JANITORS.COM FIRST-FLOR.PLAN. ADMINISTRATION, DUILDING VENICE-UNION,POLYTECHNIC-HIGH-SCHOOL. VENICE.CALIFORNIA. DOILER ROOM BASEMENT PLAN ADMINISTRATION, BUILDING VENICE-UNION-POLYTECHNIC-HIGH-SCHOOL VENICE-CALIFORNIA ON BOILER ROM. DRDUVAT ORD C.M.RUSELLO ARCHITECT). LOS ANGELES, CALIFORNIA KITCHEN PANTY CHRUSELL:Q ARCHITECT). LOS ANGELES. CALIFORNIA. STORES PKD) WIJ STAGE PREUNA KITCHEN STEACHERS.DGRM." PANTRY N AREA ARIA STAGE AUDITORIUM GIRLS.BICYCLERM. GIRLS.BICYCLE-RM. DOY).DKYCLERM. CAFETERIA Ano STUDY HALL HURTOUT CHORAL MALL DOY) TOILET UI RITITING PM "RTTIRING ARIA FAN-ROOM STORE: ROM IM ARCADE CORRIDOR CORRIDOR ARCADE 1 YAULT LIBRARY RTCOTTOM | READING RM. TWOMENS PENTRANCE MINSRM LIBRARIANO NA KICIPPNYHE-PRINCIPAL AMICITADO PRINCIPALIOTTAL) OTTICE YLSTILU DOARD-ROM. HI BIA ACETARI 11 LOGGIA 1: HT 214 HIGH SCHOOL BUILDINGS BIU ORTODO BIRDSEYE VIEW UNION POLYTECHNIC HIGH SCHOOL, VENICE, CAL. TUTTING OITICE Tomice EXPRESION OM GEOGRAPHY, GIRLSHYGIENE GIRL) COMMERCIAL LAWY PHYSICAL TRAINING |(LO. SHORTHAND CORRESPONDENCE TYPEWRITING DRESS MAKING MILLINERY SEWING-ROM LORS TOILET LAUNDRY LECTURE-RM. TOILET 010 PROSSING C. H. Russell Co., Architects, Los Angeles, Cal. CORRIDOR STAIRHALL ARCADE ARCADE ZTAIR.HALL CORRIDOR FITT DOY) TOILET CLASS KITCHEN PENMANSHIP SPELLING ARITHMETIC FIRST FLOOR PLAN CIENCE. DUILDING VENICE-UNION.POLYTECHNIC HIGH SCHOOL VENICE-CALIFORNIA. FIRST FLOR PLAN. HOUSEHOLD-ARTS. DUILDING VENICE-UNION-POLYTECHNIC HIGH SCHOL. VENICE-CALIFORNIA. PANTRY 910_OFFICE OTICC X(HOLSTORE CH RUSELLO ARCHITECT) LO), ANGELES CALIFORNIA. CH RUSSELLO ARCHITECT) LOS ANGELES CALIFORNIA BOKKLIPING STAIRHALL DIDRM RITCHEN STAIR HALL RECEPTION DINING RMI DANK HIGH SCHOOL BUILDINGS 215 1 HEL 222 GEGGE HORROS ESTU 를 ​111 1 CHEM OFFICE PHYJICAL LABORATORYL LECTURE ROM, STORES CHEMICAL SCIENCE BUILDING UNION POLYTECHNIC HIGH SCHOOL, VENICE, CAL. CINERALXIENCE PHYSICAL GEOGRAPHY Torrice BOY TOILET LABORATORY MECHANICAL DRAWING OFFICE PRINTING H METAL CRAFT POTTERY ALCOVE IC STORE DARK RM CONDOLE STOR OMICE WORKKM CORRIDOR UTAIR HALL (Exterior Household Arts Building is reversed duplicate of above building.) LOLUEPR STAIR:HALL CORRIDOR DRYKILM OFIL OFFICE DIOLLABORATORY C. H. Russell Co., Architects, Los Angeles, Cal. LEATHER DOKDINDING WEAVING OTTICE SECOND FLOOR-PLAN SCIENCE DUILDING VENICE-UNION-POLYTECHNIC HIGH SCHOOL VENICL CALIFORNIA PLANTAMD ANIMALLITE ECOND FLOR PLAN HOUSEHOLD-ARTS-BUILDING VENICE.UNION.POLYTECHNIC HIGH SCHOOL VENICE-CALIFORNIA DESIGN STAIR HALL E EL CH ROSELLO ARCHITECT). LOS ANGELE CALIFORNIA. AGRICULTURE BOY) INDOR PIYICAL TRAINING CH RUSSELLO ARCHITECT). LOS ANGELES CALIFORNIA LSTAIRHALL FREEHAND DRAWING Frondom ONICE 216 HIGH SCHOOL BUILDINGS MECHANICAL ARTS BUILDING, UNION POLYTECHNIC HIGH SCHOOL, VENICE, CAL. STORES CEMENT ELECTRIC CONSTRUCTION CONSTN DRIVE AUTOMOBILE FOUNDRY SHOP TOILET 0000 CO009 WASH-ROM WASHROOM LOOP OTO 1 TOILET PATTERN MAKING PLUMBING SHEET-METAL OPEN COURT WODWORKING MACHINERY FORGE-ROM EDRY EKILN LUMBER: ROM TOLS GLUE) TT FIN:RM. WODWORKING SHOP DEMRM "STORES MACHINE SHOP DEM.RM. OFFICE CORRIDOR LOGGIA 1 OFFICE MAIN-FLOR PLAN MECHANICAL ARTS-DUILDING CH RUSSELL O ARCHITECTS VENICE-UNION-POLYTECHNIC-HIGH-CHOL LOS ANGELES CALIFORNIA. VENICE-CALIFORNIA, HIGH SCHOOL BUILDINGS 217 Az TEMA HIGH SCHOOL, SIDNEY, 0. Frank L. Packard, Architect, Columbus, O. 218 HIGH SCHOOL BUILDINGS SALCONY 8 DOMESTIC SCIENCE 22'o'rto RECTATION ROOM 22:8. 22-0" [2013] RECITATION ROOM 22-022'0 STUDY ROOM 22'0'' RECITATION ROOM 22-23.0 RECITATION ROOM 220. z oo DINING ROOM REC.ITATION ROOM 22.8. 22 RECITATION ROOM 22.8. 22'0* CORRIDOR CORRIDOR RECITATION ROOM 22' O". IX-O LUNCH ROOM 22.099.4 STENOGRAPHY 278** 24'-0" RECITATION ROOM 22.8.220 LECTURE ROOM so'o'o' PHYSICS 23-6. Lalo CHEMISTRY 23.6-2010 STUDY HALL 12-0° ~ 5'-eº . STUDY OOM 220-3344 TYPEWRITING 22': '110 DOMESTIC ARTS 22. o'. 22-09 RECITATION ROOM 2 21.0.22.c REST ROOM REST ROOM 13.6186 CFFICE OFRICE OFFICE PLAN OF SECOND FLOOR PLAN OF FIRST FLOOR FLOOR PLANS, HIGH SCHCOL, SIDNEY, O. Frank L. Packard, Architect, Columbus, O. HIGH SCHOOL BUILDINGS 219 TUHAN IRAN 11 LOBAV >50130" 1 L . ASSEMOLY HALL 940 BTW SHOWLAO 7818 SHOWERS LU LOCKER ROOM 80YS 12 zonas-4 STAGE 37:00-16:00 LOCKER ROOM ( GIRLS 28.33 HEATER ZOOM 37.0.16-O' UN CORRIDOR MAYUAL TRAINING 22-6**ZIO" STORAGE 22-8"ZLO UPPER PART OF GYMNASIUM 72'09'" GYMNASIUM 720iy9-09 MANUAL TRAINING 22-8"-33.4* RECREATION RM. 22-33-4 S- PLAN OF GROUND FLOOR PLAN OF BASEMENT FLOOR PLANS, HIGH SCHOOL, SIDNEY, O. Frank L. Packard, Architect, Columbus, O. 220 HIGH SCHOOL BUILDINGS WANATATE I. C.LLEWEL Archit RIVERSIDE-BROOKFIELD HIGH SCHOOL, RIVERSIDE, ILL. J. C. Llewellyn, Architect, Chicago, Ill. HIGH SCHOOL BUILDINGS 221 M STOCK WE FUEL ROOM BOILER ROOM MILL ROOM ROOF OUR BOILER ROOM IPINAHING NW und te SWIMMING MMING POOL BENCH ROOM ROOF YUGMT OVER POOL Dom ROOF OVUA OMODS 1 1 HIGH WINDOWS KITCHEN SHOW [FHHH D ON FOUNDRY FORSE FRELHAND DRAWING 25 % SKYLIGNT ROOM GIRLS LOCKERS BOYS LOCKER MUSIC ROOM 25' LUNCH ROOM 25 * 1 1 + AUDITORIUM AND GYMNASIUM MACHINE BOOM ØKYLIGHT Over KYLIGHT Lil UPPER PART OF AUDITORIUM CONDOR DITORIUM CORRIDOR MODELING 25 X 26 SKYLIGHT ONE IOKYLIGHT orje, vel ДАДА YLIGHT oyce CLASS ROOM MEN'S YOILET pu 23x7 STAGE 42° 18' STORAGE UPPER PART OF STAGE MECHANICAL DRAWING STORAGE PHYSICAL DIRECTOR DHYSICAL DIRECTOR RECITATION 21:25 23.. 10 L INTAKE AIR INTAKE SHEYLIGHT OVER 23 + CLUB ROOM 2.40 N COURT RECITATION 2 x 22 1. Cou FOUNTAN COUR CLASS ROOM >> I GIRLS LOCKERS HIHIHIHIHI CLASS ROOM plodola BOYS TOILET LADY TEACHERS T 11 Soys TOILET GIRLS TOILET MEN TEACHERS 17'< 120 GIOCA W STUDY HALL UPPER PART OF STUDY H446 STUDY UP Ir HEHEH -T GIRLS BOY) BIFHDMI BOYS HHHH LOCKERS Hins SWYLIC COOKING ROOM * 23 Isfniant art BOOKKEEPING CLASS ROOM >7 2) " 11 it BIOLOGICAL LABORATORY *7'* 2D LOCKERS HIIHD LOCKERS HINMHIB I >72) PS 6 CHION WINDOWS CORRIDOR PANTRY CORRIDOR DINING ROOM CLASS ROOM VAULT TYPEWRITING 23 x 32 CLASS ROOM 2 * 32 2$ 412 SEWING ROOM V QARX .. SHORTHAND RECITATION ZA A 28 PRINCIPAL RECITATION 212 x 1 CHEMICAL LABORATORY XX 23 LIBRARY J'x 2) PHYSICO LABORATORY LOON 22 23 LECTURE ROOM zo * 27 OFFICE O. To's IT FITTINA ROOM it' gupt LLATO ROOM *14 - SECOND FLOOR PLAN, FIRST FLOOR PLAN, RIVERSIDE-BROOKFIELD HIGH SCHOOL, RIVERSIDE, ILL. RIVERSIDE-BROOKFIELD HIGH SCHOOL, RIVERSIDE, ILL. ទី HIGH SCHOOL BUILDINGS 222 III HIGH SCHOOL, FAIRMONT, MINN. Miller, Fullenwider & Dowling, Architects, Chicago, Ill. ON DINARA RECITATION OM 47-275-3" QALLERY AVDIO RIVM GALLERY GALLERY I. I 1 I OM: -7.!f Y | 36-0"x 46-6- 36' 0"x 46-60 T 1 : بلس BOYS NO + CLDS ma olol TIFUL LE DNI O Ćortidor CLRMAN ROOM com:80: RM O" 22-0 .LOON MATHEMATICS ROOM 38'-0" x zi!" 11 - ENGLISH ROOM 42 x 21-0" TheewgWING COMMERCIAL TOOM अवर 19:09:01 SEOND FLOOR PLAN BLAKE 1/16-LN2b- பயபட REG. ROOM - 23-0" X 19-0" REC, ROOM. 23.0" x19-0" ROOF AVDITO RIV M. 46-0" x 33-0" BOYS TOILET GIRLS. OILER DIPLOG LAB, R3-6*28.07 NORMAL ROOM 23-0" X 29-0" O WARDROBE. CORRIDOR PLATFORM 29.0x16-0 CORRIDOR LATIN ROOM 25-0 wisio PASSAGE, TASSAGE TEACHERS RM 19'-0"%.11-4f" M101610 A 1 tom:1167 DI corr DOR GEOMLYRYM 23-0'x 22:00 REC ROOM 23-04 22-0 PHYSICS LAB 32 -10° 21'-of .LECTVR E KM- 27.0x 27.0" HEMUTRT LAB 138: cas 9:0x12 FIRST PLOOR PLAN. SCALE-WC19 R FLOOR PLANS, HIGH SCHOOL, FAIRMONT, MINN. Miller, Fullenwider & Dowling, Architects, Chicago, Ill. WASH RM 10-8 MECHANICAL DRAWING 1454&** 20.02 WOOD WORKING RIM 40461* 25-65 WOOD PINUSHING. IM METAL SHOP 370x250"! 2350x230 Hours 01-01-11-E-E INSTRUCT ROOM TE YP fuos روهيله VP אטות אס VP HH T VEOMOULO. VESTIBULE DK : Kasey JOSE! CODE Iskylight SKYLIGHT CLOSET GYMNASIUM GALLERY 98!o"x 40-6" DIE 1 1 LORRIDOR, : KLICHEN AGRICVTVRAL·LAB 10 CORRIDOR 250x150 APPARATUS ROOM M #9 PANHRY IA doRRIDOR LCHURE ROOM LOOLT bining ROOM ( 120x220" LASSAGE OPTICE 176-12-05 SHOR ERM 1187ARY 1200 SEWING ROOM 13601 11 g.Run 16:3x12-2 BEO. Roerd PRIVATE RM 11 VASHIAVLE AL 1678 99:91 HIGH SCHOOL FAIRMONT MINNESOHA GROUND - FLOOR · PLAN CALE 1/16"-t tooh DRANH. C.MILLER PULLENWIPLR S DOWLING - RCHITECT A CHICAGO.1 DUMP. ACOM I SHOWER - JANihar's.lv poiler | одоом SHOWER ROOM TH boys LOCALLOOM LVMBER SUPPLY -ROOM -Boiler BOILER COAL ROOM GIRLS LOCKER R LOOM TOILRT Room HOILET ROOM TI او کی۔ to WNNEL VP OLOSET CLOSET HALL HALL VY 1 PLGNUM CHAMBER PLENUM CHAMBER PASWS ACE GALLERY GY YMNASIUM 98.0 % 40'-6" GALLERY VNEMATEL Hot AIR. PASSAGE VNEXCAVATED AIR Hot MAH WATER TANK AREORANVI Roon. PAN LOOM FRESH AIR INTAKE APPARAAvg Room. Room ELENVM CHAMBER BLOWEER BLEMUM CHAMBER blower .VN EXCAVATED LAVNDRY N A I • BASEMENT FLOOR PLAN: SCALE 146. 1 Foar. FLOOR PLANS, HIGH SCHOOL, FAIRMONT, MINN. HIGH SCHOOL BUILDINGS 225 HI hy T 11 11 VPPERL! PARH. OF ASSEMBLY - RM udeilING 1 li LICHHull 11 + Il 1 ㅗ ​Shores 21.0"* 9.0" HYPEWRZYING, RAI HI 21-09x q0 Irla IUBILANG LARAFII Boys LORRIDOR- -BIOLOGY: 6 AGRICULTURE 21.0" x 37.0" COMMERCIAL-RM-HI 1 21:0"* 37.0" LECTURE.RM CHEMISHRY. LAB. 26-0'23.6" PHYSICS . LAB 30.0 x 21-0" 30.0 x 21-0" SHORE STORE SECOND-FLOOR PLAN - SCALE 1/16.1N = 1. Foor. HIGH SCHOOL. MENDOTA. ILL. 154'-4" - SEBE BE S LIBRARY 1 - 1: ! -- } PLATFORM - r 1 ASSEMBLY-ROOM 80-o'x 56-0" 1 1 - LIBRARY 106-6" REC - ROOM 21-00 x 2160 COAL dolas Rec. ROOM 210 x 2160" VIP CORRIDOR VP DN V.P - REC ROOM CLOSET Red ROOM 21.0*X2510 21-0"x 25'0" REC ROOM 23.6"x210" REC ROOM 19'0"x 21-0" RED ROOM teo VAULT PVBLIC OFFICE 13-0x21.0" REST ROOM DRIV. Oppce 16 0"x 10.0" 10 óxieno 19.0*21-09 2 SEFER - FIRST FLOOR - PLAN SCALE 1/16 IN 1 Foot HIGH SCHOOL MENDOTA. ILL. 226 HIGH SCHOOL BUILDINGS HIGH SCHOOL, MENDOTA, ILL. Miller, Fullen wider & Dowling, Architects, Chicago, Ill. HIGH SCHOOL BUILDINGS 227 HEATING PLANT - EN SY D.R. STAGE D.R UP ümü · GYMNAJIVM B0-0"x 35:0" LOCKERS GALLERY ANNI TICKERS up he AMB GIRLS o BOYS + 90 10 HEATING APPARATVS. o - KITCHEN 21-0** 370 - HALL -HALL - CORRIDOR 19 104 T WOOD-WORKING 21.6 x 37:09 HO 90 ? - SEWING ROOM GIRLS 1o-oizida SHORE PANTRY -Boys loloizi DRAWING ROOM 3210** 31.0" VIP DH 32'-021"0" WOOD FINISHING 21-0*x 9.0" - VESHIBVLE CROUND FLOOR-PLAN SCALE-1476 IN.c.1- FOOT PROPOSCD HIGH SCHOOL - BUILDING por MEDOTA ILLINOIS MILLER TULLENWIDE DOWLING diricado ILL. ARCHES HARBI 期 ​T RECITATION BOY SHOWER RM. CHEMICAL PHYSICAL LAB. GYMNASIUM. DR DR JTORL ! GYM. LOCKERS ADOVE SHOWER ROOMS RECIATION D LICTURE ROOM CORRIDOR CORRIDOR GIRL'S SHOWER RM." REÇLE FION MEN TEACHERY DOWN 102 STORE Has IAL. GYM, GALLERY. LOCKERS BE CORRIDOR RECITATION AGRICULTURALS BIOLOGICAL LAS. COOKING ROOM lo UP DOWN HOC SEWING WOMEN TEACHERS . MODEL RM. 01 RECITATION GROWING RM. TOILET Toid T'Inn FLOOR PT AN THIRD FLOOR PLAN, INTERMEDIATE HIGH SCHOOL, ROCKY FORD, COLO. 228 HIGH SCHOOL BUILDINGS 1] ROCKY FORD INTERMEDIATE HIGH SCHOOL, ROCKY FORD, COLO. Mountjoy, French & Frewen, Architects, Denver, Colo. HIGH SCHOOL BUILDINGS 229 INTERMEDIATE HIGH SCHOOL BUILDING DISTRICT NUMBER 4 ROCKY FORD COLORADO SECOND FLOOR PLAN DO RECITATION ROOM Robot ASI ROOM LOCKERS R&SIFATION ROOM Room UPPER PART AUDITORIUM ROOM REDITATION ROOM LOCKERS CORRIDOR M STUDY ROOM ROOM ITUIT WAITING ROOM T BOYS LIBRARY BOARD ROOM GRLS OFFICE OFFICE N W to MOUNTJOY FRENCH & FREWEN ARCHITECTS DENVER COLORADO SCALE 0123.5678 112 --- INTERMEDIATE HIGH SCHOOL BUILDING DISTRICT NUMBER 4 ROCKY FORD COLORADO FIRST FLOOP PLAN 1 DRAWING ROOM 1 LUMBER COAL ROOM BOILER ROOM DRESSING ROOM TOOLS 다 ​UNFINISHED WORK MANUAL TRAINING STAGE AUDITORIUM 1 ENTRY PAINTS 21 WASH ROOM TYPEWRITING DRESSING ROOM COATS INO 1 STENOGRAPHIC CORRIDOR 1 D CLASSROOM ) O BOYS BOOK-KEEPNC 1079101 KITCHEN LUNCH ROOM FAN ROOM GIRLS 0 (1) { elelalele N w ti SCALE 01234 367.11 FLOOR PLANS OF THE INTERMEDIATE HIGH SCHOOL, ROCKY FORD, COLO. 230 HIGH SCHOOL BUILDINGS 417 HIGH SCHOOL, EL PASO, TEX. Trost & Trost, Architects, El Paso. HIGH SCHOOL BUILDINGS 231 CORRIOR UPPCR PART OF STAGE ATTIC Dors TOILET Toilet HHHHH ਪਣ Hook non CORRIDOR The 口​口​口​口 ​• dididdi 口​母​包 ​! ロロココロ ​CLOS: JANITOR ! 日​日​是​好​日 ​December 017 ART ROOM ART ROOM SHORT HAMOJHORTHAND maletung oholakangan SUPPLY CLOSL JUPOLY CLOU CORDIDOD. CLAJS ROOM CLASS ROOM LAORATORY Orricc * Orrki: TO 다 ​SHORTHAND Up Dent II TYPC WRITING MUSIC BOOM ROOM THIRD FLOOR PLAN to SCALC EL PASO HIGM JCMOOL EL PASO TEXAS- CORRIDOR CCHIE TI net MIXERALOGKA CHEMICAL Stout Rook een LECTURA PHYSICAL LAID I ABORATORI I DO LAD Doors.CPING ROOM Trost & TROST ARCHITECTS EL PASO TEXAS i Loldvill TROM Hoy he FOYER 1.9.4.5 2001 GIR1.3 Cin JANITO LOS Boys 5411 CANITORT GIRI. ht 3 TACK ROOM MOX TCACHERS TOILET CLA33 Room LLLLLLL Piti LIBRARY C:.4.13 Room CLASS ROOM CH.A.0 Inny Ĉng. SIDOR CLASS ROOM C1.4.63 200M BoBo CLASS ROOM CLASS ROOM KI HII Corridor Hoor je LA33 Roox. AMO CLASS ROOM CLASS ROON SECOND FLOOR PLAN CLASS ROOM SCALE STUDY HALL MALI. STUDY IL DASO HIGH SCHOOL EL PASO TEXAS. TROST TROST ARCHITECTS El Paso TEXAS 232 HIGH SCHOOL BUILDINGS 3401 BUTT DING SLOTE 2015 attenti 2015 z מנגנונתנוער DETAIL OF ENTRANCE AND PLAT PLAN, HIGH SCHOOL, EL PASO, TEX. Trost & Trost, Architects, El Paso. 2015 PLAN A-4 PLOT HR 22010 1YM LOPE EL PASO MIGH SCHOOL EL PASO TEXAS TROST X TROST ARCHITECTS EL PASO Texas 1407C SLOPD ti HIGH SCHOOL BUILDINGS 233 spannmannguefirinn AUDITORIUM JANOM V WON UNING LIVING DIRECTOR . JT QE Roor เพเรนนี C VO ** 1 It $ IL TUMU 13 FOYER 1:48 Roblo MOOVIT П TROOM I 1 Geva il AN! HALL ONY l'pfi OT DOY GIRLS 16! DALCON Vas TOILTO TOILET PRINCIPALS Orricc TOSHESST TEACHCRS RCST ROOM ILL balat CLASS ROOM CLASS ROOM PUTITA TOILET MAIN BOARD CLASS Roon Orfict ENTRANCZ Room HALL ܨܛܫ. . ܫܫ CLASS ROOM CLASS ROOM CLASS ROOM CORRIDOR PORTICO o ORF.IDOR CLASS ROOM CLASS ROOM SP Icm 12 CLASS Room CLASS Roan CLASS ROOM IDApe SOCIETY ROOM SOCIETY Room CLASS ROOM FIRST FLOOR PLAN Scale JOCIETY ROOM EL PASO TEXAS SOCIETY ROOM EL PASO MIGH SCHOOL Teost TROST ARCHITECTS EL PASO TOXAS Roor Roor FOUNDRY untut TAN Rooit JUPPLY hos 1 li Passiqu hoog Salaanst SUPPLY clos. LUMBO Room TIXISH Roan 01 WBO FITUR bolo I SHOP 1 Room 11 Hehmt . TORGE DOK I STURE Room STORE Roon Suppy Clos CORRIDOR KITCHEN WAS CORRIDOR PORO LAUNDRY Red HALL ROOM RO COOKING 1 LEFTYRE Room I nood 店 ​ܨܢܐܕ LUNCH ROOM DEFE IDAD مت band EXTRANCE HALL 1 XTRUCS XL 9 baROOM .L. GIET د معلمی IT: I STORC ROOM 1 Orrice # . + DED ROOMI HALU ROOM LECTURE SCWING & 141 a 1165 | LOCKER ENIMIC Loom CORRIDOR i Kcay TITTING Shower Rouge CORRIDOR 110 ROOM ARMOCY up Lady Sno h! 重量 ​o lawas the mos sagarut GIRLS Halilla Яки. toon GROUND FLOOR' PLAN fortepianto Poor DROXAMP SCALE Prool busto GYMNASIUM Dors GYMNASIUM, EL PASO MIGH SCHOOL — EL PASO TEXAS TROJT Teogt ARCHITECTS EL PASO TEXAS. 234 HIGH SCHOOL BUILDINGS HIGH SCHOOL, WOODLAND, CAL. W. H. Weeks, Architect, San Francisco, Cal. HIGH SCHOOL BUILDINGS 235 STACK TIRE FIRI. SCI EXIDE. MASIMDIV HALI: ocks BOOKS CLASSROOMS CLASS=TOD:- CLASJ-2004 HALL .WALL -DOORS 2 STOY HALE OD:- PADG CULTIES 1:1:11 CLASS. DOOME CLASSROOM CLASS ROOM JUBIRTH MEN TEACHERS -ROOM: HOTELCE WOMENS TIACH JOOM: Hrana ELU 1 LARDO FIRST FLOOR PLAN, HIGH SCHOOL, WOODLAND, CAL. PLYNCHO .RO PRICYCLE IQOTL: GITLS. PLAY: ROOMS AROA SITION RESULTATS : ITULISI LOOKESTI DET: ANNCHROOM LOILOR பு DNING: BLOOM noot DICYCLE LANCORSE ROOME LROOMS POPILION FRUIK WA PIALS: ODOXS-LOCKER LENYMO DET CºO.R.R.L.D QR 00RRI_D_10.1 CLOSET - DOY S DLAY-ROOM- LAVNDLY: La Oy - IOILET . boa BASEMENT PLAN, HIGH SCHOOL, WOODLAND, CAL. W. H. Weeks, Architect, San Francisco, Cal. 236 HIGH SCHOOL BUILDINGS HIGH SCHOOL DETAIL OF FRONT ENTRANCE, HIGH SCHOOL, WOODLAND, CAL. WIDE PART OF STAGE VOULD PARTO ASSIMDLY FALL- BANKING VOOM BATTLE -MODELING - BOOK DO SOOLS CLASS DOOM: ADIOLOGICAE LAD 77 10 MECHANICAL: DDAWING OPLOOVE 0 1 COMMERCIAL 11010MG LICTVO TOUACHAND DRAWING DLYDING DEYS LABORATORY CHEMICAL ETADI! SIST DO DOOME ATLAATTA EDICITATION DE MI SECOND FLOOR PLAN, HIGH SCHOOL, WOODLAND, CAL. HIGH SCHOOL BUILDINGS 237 ASSEMBLY ROOM 550x82'-0" FLOOR PLANS, HIGH SCHOOL, LADYSMITH, WIS. LIBRARY LIBRARY Parkinson & Dockendorff, Architects, La Crosse, Wis. COMMERCIAL LOOM 21-dx 32-6" ==== STAGE AIR INTAKE- LANDING I. LANDING RECITATION ROOM 20-0624-0" D: D D. SER TYPE- WRITING TEM. Troom ROOM CORRIDOR EMI RECITATION ROOM 25-oxago CHEMICAL LAB. 21-09x21-6" LECTURE 21-0821-6** LABORATORY RECITATION ] al-oxastor ROOM 2i-oxaero" SECOND FLOOR PLAN MI D. O O O O BALCONY BALCONY GIRL'S LAV. DOY'S LAY bull Heim ILLE GIRL'S LOCKER RM. BOY'S LOCKER RM. RECITATION LOOM 20-0x21-09 RECITATION ROOM. 20-0824-09 UP SEAT SEAT CORRIDOR D. OD.F ODE D. TI D. RECITATION ROOM 21-0*20.0" TEACHERS RM. TEXT BOOKS 11 GENERAL OFFICE PRIVATE OFFICE RECITATION ROOM 21-oʻx20-09 OFIRST FLOOR PLAN 238 HIGH SCHOOL BUILDINGS VO HIGH SCHOOL, LADYSMITH, WIS. Parkinson & Dockendorff, Architects, La Crosse, Wis. HIGH SCHOOL BUILDINGS 239 UP COAL - BIN OPEN. BELOW WINDOW GYMNASIUM 55-6* 61-6 . BOILER RM. DOILERS eM. salotos fotolog JoJo loth SWIN ܓܗ STAGE SNOWER GIEL'S SHOWER RM. BOY's RM. LOCKER od ololoko LOCKER holomon RM, SWIMMING POOL REM. 16-039-00 SEWING RM DRAWING RM 20-6x21-0 20-0821-0" APPARATUS TS ROOM up 19-0* 24-00 HALL ODE F DOMESTIC SOIENCE STORLEI MANUAL TRAINING KITCHENI DINING RM. 21-09x54-09 21-09x54-6 RM. PAIR INTAKE! FAN HALL UL ODE MOTOR -BASEMENT PLAN • HEATING E VENTILATING PLAN. FLOOR PLANS OF THE HIGH SCHOOL, LADYSMITH, WIS. Parkinson & Dockendorff, Architects, La Crosse, Wis. 240 HIGH SCHOOL BUILDINGS HIGH SCHOOL, WEST SPRINGFIELD, MASS. Malcom B. Harding, Architect, Westfield, Mass. HIGH SCHOOL BUILDINGS 241 STOR DOR MIHI AUDITORUM SAILEDY TECHANICA SOMMERCIAL CIVRER MIATTI DRAWING ROIN 8 72 Meno a The lita WE WWII Wha 21 GI DI 18% 接着 ​Kua na Katha 2000 X a Na BWAWA LA I 2 M M 4 PEYSICAL VISHT LASSATI ITS NIY HAI MLASSोर ART THIRD FLOOR PLAN SECOND FLOOR PLAN NAST AUDIORUM OTUDY HALL. LLARM TLARM SOIOXING BOI Voor DVA Wh WY. What WHl. Wha 10 1 2 3 Yo win Well Wa Win WINNINI ሃ%%%%%%% 8 다​. SORORI CORRIDOR NOYININ UU WINDOW Vaba Wanaum CRABE ZZZAUZA 1% Vam 1 22 2AZI 17 Milth W.W. VII. 为​必​%%% VAVA VA VIA UMIVA VIINI un WATAKT DIM 113E ASSIDY CIAL IBRARY SIMARIS जायLORERA ITOISTA SPIST BOYAL YSTO BOSLOCKEINS PUNIMIVAL COM DINCI LUNCE Nimir FIRST FLOOR PLAN BASEMENT PLAN FLOOR PLANS, HIGH SCHOOL, WEST SPRINGFIELD, MASS, 242 HIGH SCHOOL BUILDINGS HIGH SCHOOL, SANTA CRUZ, CAL. W. H. Weeks, Architect, San Francisco, Cal. HIGH SCHOOL BUILDINGS 243 < STOLACL DARUIRC RYOK TI I them. Srun ROOM 810LOGY LADORATORY) 10 DOOKXELPING TYPING ROOM BALCONY 1 UPPLE PART OF ASSLMBLY HALL VPPLE PART 1 STAGL mandant LICTURE ROOM IKA 116) LCTWK HALL SKA CORRIDOR } soit shes STLNOCRAPHY DRAWING LICTURE ROOM CHLMISTRY. PHYSICS LABORATORY LABORATORY rcles SECOND FLOOR PLAN, HIGH SCHOOL, SANTA CRUZ, CAL. MATRIMITICS TIEVE INGLISH SIMBI CHALL STACI MATHEMATICS HISTORY WHITE DK LEXOX Ca KKI INGLISH LANGUAGL.LANGUAGL PLACE LODDIEL MUSIC ROOM- L HISTORY LOOK DIY) ARIYATI JOLLICK FIRST FLOOR PLAN, HIGH SCHOOL, SANTA CRUZ, CAL. ? 1: ·LOCKER ROOM COOKING ROP1 GIRLS PILLTO DI MING ROOM, 7 st BOYS TOILETS BOY'S RECRLATION: ROOM GIRL'S RECREATION-ROQR RECEPTION WROOM CLO BLD ROOT. LLLL 0 XITCHLIT; DRY OCXLRS Loditelj M I AGRICULTURALTI LECTUIT DAIRY LABORATORY косм LABORATORIO I! CATER CRESY ROOM ROOM-STORICO LAUNDRY ADVANCED DONCSTIC ART SEUNG ROOM LOON met 1 BASEMENT PLAN, HIGH SCHOOL, SANTA CRUZ, CAL. 244 HIGH SCHOOL BUILDINGS HALF ARE TH HIGH SCHOOL, BELVIDERE, ILL. Miller, Fullenwider & Dowling, Architects, Chicago, Ill, HIGH SCHOOL BUILDINGS 245 Fu43 AHARIFUT MWIC Room 32-1* *15-4" FIRE ESCAPE UPPER PART OF AVIS EMBLY Ride M GIRLS TOILET Bors STORES OLLES... BE 0.00 F=གE ht 192-0" x 48.0T I TYPEWRITING 21.0*110.0" C OR RID OR 1 1 1 ! 11 I CORRIDOR STORE Room AGRICULTURAL 10 Room LIGHT COURT LIGHT COURT 21-097 42-6 COMMERCIAL ROM 270 320" CORRIDOR CORRIDOR rr-irr 4" DE 10 IN ART ROOM 3z-i- xz2-5* CHEMISTRY Room 31'- Joºx " 170ons LECTURE Room 22.0" x 28-6" SUPPLY PAYSICLE BIRI.OGY Room 300-10**21-0" GENERAL SCIENCE Room 32-1°27'-5" SECOND FLOOR PLAN 3 BELVIDERE HIGH SCHOOL BELVIDERE ILLINOIS TCALE 716" 10" TDRESS DRESSING Ram GEOMETRY 32-1"*17-0" 11 ASSEMBLY go'.6" x 47-0" ROOM GIRLS TOILET" "Boys TOILET i STAGE .LOL ALGEBRA CORRIDOR CORRIDOR DREY DREVSINGI ROOM LATIN 21:0° x 21.00 214.0x21.00 LIGHT covRT LIGHT COURT HVTORY 21'-0" x2i'o GERMAN 21.0" x 21-0" CORRID CORRIDOR PUPLIC) ENGLISH 32'-1 X 2i-or ENGLISH 19-0"x21:0" ENGLISH ng' o*x210 LIBRARY 32'-132 OFFICE OFFICEI 12-11-01 SUPTS OFFICE 13-1*X13-0 13-4**B1o PRIN' FIRÇI FLOOR PLAN BELVIDERE HIGH SCHOOL BELVIDERE ILLINOIS Toale 716*= 10" MILLER-EVLLENVIDER DOWING - ARCHITECTS - 6X6. MICH. AVE.CHICAGO-ILLINOIS- 246 HIGH SCHOOL BUILDINGS METAL WORKING SHOP 32'-1" x 15'-7" 1001 GYMNAS100 - VPPER LEVEL gor-o" * 46'-* ENTRY WOOD FINISHING 21-0*10^-8 ENTRY STORES 21-dx1046 GALLERY EGALLERY KITCHEN 31'-) X 21-0" GALLERY WOOD WORKING ROOM Jo'-0" X 42-3 1 LUMBER SUPPLY Room TORAGE # * CORRIDOR DINING Room 20-89x17'-0" AALL AALL Bor's SHOWER Room DI GIRL SHOWER RAWNG KORET 211 Bor's TOILET GURET LOCKER RM EWING Room 32-1" *21-0" TUDIUIII. DUIIIIIII 11 URL TIT BED ROOM 1-10*110'. III Dorthyl GROUND FLOOR PLAN BELVIDERE HIGH SCHOOL BELVIDERE ILLINOIS Tcale = 116=1-0" Dor) Zott 16-0r2010". TUIT din -o'*22-0" Got TT 10:0"*2:0" 28:0"* 22-0" o T por CODPIDOD Jo.0°*12:09 GIL'S COOL J9:0°* 12-0" CAL MiniNL TAHUNIE DOWY 29:6' BRO' JONU YENE PUOIY 29:0** 22-0 MANDING VESTIWWE PORTO AMIT 11001 Play MHOOL TONE, W474. BASEMENT PLAN, HIGH SCHOOL, IONE, WASH. Keith & Whitehouse, Architects, Spokane, Wash. HIGH SCHOOL BUILDINGS 247 HIGH SCHOOL, IONE, WASH. Keith & Whitehouse, Architects, Spokane, Wash. ATIC HIGH SCHOOL JUDY WALL PUTATION IN PUMATON PA 150 220 -0.22-0 CZAV POON 1-o'. 22-0 ne-0", 22.0" XX 770 cast DDRESS ZOCREP L@CITO COPRIDOR 70-00 272 LOCKERS COPI 78-0-12-0 CLA2 20017 CA39 PONT CLAV POON CLAR POUN 29-6 22-0 TAIP ZANDVIK Rom 2002 PAN. Dal 1002 LAN SCHOOL AT TONE, WAIH. CHOOL TONE, WARI FLOOR PLANS, HIGH SCHOOL, IONE, WASH. 248 HIGH SCHOOL BUILDINGS HIGH SCHOOL, LAKE MILLS, WIS. James R. Law, Architect, Madison, Wis. HIGH SCHOOL BUILDINGS 249 + UPPER PORTION OF ASSEMBLY ROOM 60' 44'-3 SS OTO A s bo CLASS ROOM 19', 389 l 75.3" CORRIDOR 11-09 derma STORAGE PHYSICS LAB 19'x 21' RECITATION Room zia zi COMMERCIAL 20-6** 219 DEPTMT. . 20'x zi RECITATION ROOM 19'*7' 1o4'10" · SECOND - FLOOR PLAN CLASS Room 19'x 37-6 ASSEMB.LY. ROOM 5964x dollar CLASS ROOM 19 x 37-6 563" . CORRIDOR: 11'-0" GIRLS BOYS COATS COAT · RECITATION · ROOM. 27-8'* 21' VAULT OFFICE 15-9 x 21' · RECITATION ROOM ZT^8*x 21 TEACHERS Latv OFFICE 1126 x 12 من الله · FIRST · FLOOR: PLAN FLOOR PLANS, HIGH SCHOOL, LAKE MILLS, WIS. James R. Law, Architect, Madison, Wis. 250 HIGH SCHOOL BUILDINGS ! 100 I! BOYS' LOCKER 14'x 22-6 GIRLS' LOCKER 14 x 22-6 GYMNASIUM Go'. 44' WXXH TOILET TOILET 14 x bial borld:12 CORRIDOR: 11'-0" 15'-9 H DOMESTIC SCIENCE 32'x 21 JFAN ROOM 11-8*XZ1' MANUAL · TRAINING 44° 21' 9 lo'. BASEMENT : PLAN : BASEMENT PLAN, HIGH SCHOOL, LAKE MILLS, WIS. James R. Law, Architect, Madison, Wis. DIS DE NAG Loom LAPOR'M ASSEMBLY НА 4L 100 to IT CLASS ROOM TYPIAC ROOM COMMERCIAL DEPT ECTURE QOM Emisi CREMISTRY *BORATORY DRAWINC ROOM DITING ROOM DESSING iROOM с и о г т Е В C 2 S TY. R PRINCilaw 01 TICL 7NHELS OLICI CLASS ROOM CLASS ROOM LAWA LA WN FLOOR PLAN, UNION HIGH SCHOOL, JACKSON, CAL. Walter Parker & Co., Architects, San Francisco, Cal. HIGH SCHOOL BUILDINGS 251 히 ​111 10011 UNION HIGH SCHOOL, JACKSON, CAL. Walter Parker & Co., Architects, San Francisco, Cal. 252 HIGH SCHOOL BUILDINGS H WEWE HIGH SCHOOL, STURGIS, MICH. Robinson & Campau, Architects, Grand Rapids, Mich. HIGH SCHOOL BUILDINGS 253 201 CLASS ROOM. 202 COAT ROOM 203 RECITATION RM 204 LOCKER O'M 205 TOILET M. 206 AUDITORIUM & GYMNASIUM. 207 TEACHERS I'm 200 RESTRM 206 - 201 201 203 204 205 205 204 203 pop 208 207 201 201 201 203 201 201 201 1 SECOND FLVOR PLAN 105 106 101 CLASS AM. 102 COAT RM. 103 TOILET RM. 104 RECITATION RM. 105 BOTANY LAB. 106 DOMESTIC SC. 107 LECTURE RM. 109 PHYSICS LAB. 109 LIBRARY. 110. GEN. OFFICE, 111 PRIVATE OFFICE. 112 COMMERCIAL RM. 113 STENOGRAPHY. 114 CHEMISTRY LAB. 104 104 104 104 103 101 101 103 101 101 . ET T 101 1/3 112 109 108 107 114 FIRST FLOOR PLAN FLOOR PLANS, HIGH SCHOOL, STURGIS, MICH. Robinson & Campau, Architects, Grand Rapids, Mich. 254 HIGH SCHOOL BUILDINGS IT 19 HIGH SCHOOL, CONNELLSVILLE, PA. W. G. Eckles, Architect, New Castle, Pa. HIGH SCHOOL BUILDINGS 255 CLASS RM 30-0.286 CLASS RM. 30-6216 CLASS RM 71-630-6 | z 1 [ 1 DALEO ICLASS RM 22:0, 27-6 CLASS RM 7750x 270 Fানী ๆ III 이이이​이이​이이 ​BOYS GIRLS CO R R DOR 15-09-WIDE D. CLASS RM 270x18-09 CLASS RM. 71-o'x770 LECTURES 28-10% 16 - 5 HT CHEMICAL LA LECTURES 26-6"x 18-05 26-6418- PHYSICAL LAB 37-09x 27-6 THIRD FLOOR PLAN STAGE 48.6 x 26-09 STUDY ROOM 29.0" x 56-60 STUDY ROOM 29-09x 56:09 OPEN COURT OPEN COURT AUDITORIUM 400x70-0 CLASS KM 21:03 x 27-09 وهاهاهاهاها POM CLASS RM 21-0*x 276 DOVS GIRLS UP OR CORRIDOR 15'-0"-WIDE ΙΠ CLASS RM 270x18-09 CLASS RM 78-09x18:09 CLASS KM 246 x 10-6 CLASS RM 28-0*10.0" KLASS RM 21.0*27-6 CLASS RM 71-6.770 SECOND FLOR PLAN - FLOOR PLANS, HIGH SCHOOL, CONNELLSVILLE, PA. W. G. Eckles, Architect, New Castle, Pa. : 256 HIGH SCHOOL BUILDINGS BOYS LOCKER EM GIRLS LOCKER KM 11 MIM E CLASS RM 10.6186 CLASS RM 20.6 x 286 D.. OP 2110.36.6 21:0*360 DALCONY CLASS RM 70-678: LIGHT COURT LIGHT COURT CLASS RM. 10-6x786 GYMNASIUM doo, 7o. CORRIDOR R RID am 0 CLASS RM 11:6 17:02 ON BATONY CLASS RM. 7100 x 270" Molon GIRLS. ovs. UP While CORRIDOR. 15° é Wide - CLASS RM 77: 618-6 CLASS RM 31. 10.6 POP. OFFICE 22:0x100 II CLASS EM 11. 0x27.6 CLASS RM. 26-0*x 18.6 CLASS RM Zlő x 27ió b ARST FLOOR PLAN : FIRST FLOOR PLAN, HIGH SCHOOL, CONNELLSVILLE, PA. W. G. Eckles, Architect, New Castle, Pa. ET BOY'S TOILET 12x18' |으 ​ol]•11•11•11•1100 oç.Dº[•lozi • 10/100.000 GIRLS TOILET 12xig. DOIDI CHEMICAL LAB 22x29: Iロ​ロロロロロロロ ​Starway '29'* 36 Stairway CLASS RM 22'* 299 i بريان INSTRUCTOR igx23' 1000 TYPEWRITING DX2 m LECTURE RM. .80.67 WeST CORRIDOR 1 Wide له امسال: إلى EAST CORRIDOR 2pм сі. CLICK<<7LLO CCCZICDcpacta CLIC ECO> (PILE LUI TUTO WPROTZ DRUK Font. STOCK FYA QOROS EL WARDRO MANORTE ET CLASS ROOM CLASS ROOM A la | CLASSROOM STUDY TALL BALL CLASS ROOM 245x225 KLASS ROOM 11 CLASS ROOM -] CLASS ROOM OFFICE 25.0" x 12.0" FIRST FLOOR PLAN. SECOND FLOOR PLAN. THIRD FLOOR PLAN. FLOOR PLANS, HIGH SCHOOL, SHARPSBURG, PA. C. C. & A. L. Thayer, Architects, New Castle, Pa. 286 HIGH SCHOOL BUILDINGS BOR 123 mu TOT HIGH SCHOOL, ARCADIA, WIS. Parkinson & Dockendorff, Architects, La Crosse, Wis. HIGH SCHOOL BUILDINGS 287 DARK Room APPARATUS ROOM COMMERCIAL ROOM LABORATORY 21 r 16 21 X 21 ASSEMBLY HALL TYPEWRITER STAGE AOOn 12 16 RECITATION ITE: ROOM PRINCIPAL'S 10 X 22 OFFICE CLOAK ។ CLOAK HALL HALL ROOM ROOM It RECITATION. RECITION ROOM TEACHER'S ROOM RECITION 23 X 23 23 X23 ROOM TRAIN'G ROOM 20 X 21, 20 X21 TEACHER'S ROOM TEACHER'S ROOM SECOND FLOOR PLAN. GRADE GRADE ROOM GRADE ROOM * GRADE CLOAK Room. 29 X317 293 CLOAK ROOM ROOM ૪૩ ROOM 21 X31 CLOAK CLOAK CORRIDOR Roon ROOM ht DOMESTIC ht SCIENCE GRADE ROOM SEWING ROOM KITCHEN GRADE ROOM 21 X30 23 X 23 2JX29 21 xga FIRST FLOOR PLAN MANL'AL TRAIN'S 21 X31 BOILER Room GYMNASIUM 56 X 45 21 X 43 t ROOM APPARATUS ROOM MANUAL TRAING • HALL HALL 21 X 30 21 X30 FণFFF CLOSET GIRLS TOILET Boys TOILET CLOSET BASEMENT PLAN. FLOOR PLANS, HIGH SCHOOL, ARCADIA, WIS. Parkinson & Dockendorff, Architects, La Crosse, Wis. 288 HIGH SCHOOL BUILDINGS HE HIGH SCHOOL, CROOKSTON, MINN. Bert D. Keck, Architect, Crookston, Minn. SECOND FLOOR PLAN. LOTT UPLR PART LOTT or OTAQE AAT UPPER DART or AUDITORIUM On DRAWING ROOM O & a JO OPY ROOM OU POLY & OOM DDATUD Taicany מחברת so 1 TOIT ATEITITMİ ההסבהרה LAND NDING GIRLS TOILET oooooo TEACHERO CORRIDOR 11-O' WIDE Dana AVITIT RECITATION RCCM wood doolado REOT ROOM BOY TOILET TP V it mo YA10 TWTA WAT. WAG Font PRUCIPAL'S orrice CORRIDOR BBRA CLOA ROOM TERRAZZA MOORS ANITARY DAIS CORRIDOR GLAZCO ORICK WAIMICUTING CORRIDOR 13'0' wOL ARE. PROOF MARIA LUMO VAITER T 10. DASSAGE PAGGAGE RECITATION, ROOM 000 CAPUCAL LABORATORY RECITATION ROOM PYSICS LABORATORY TAOUS APPARATUS ASTRUCTORS ROOM CA.c Y TANLO AIN RECITATION ROOM do DUO LCCTURE ROOM QUILLUD D10000 OLIUUD00 OULUD DODIIDIDUO CUUM 000000 000000? ODDU00MMD? CIRI2.) APFARATUS WASTRUCTORS Wood + Cou 20/ RECITATION ROOM . IS FIRST FLOOR PLAN. DRROJING ROOM DRESSING ROOM OTAGE WAY PO MAKA RADC CLASS TIITTIINNITT ROOM 00 VALCOAY J12 TOTAL 040 AUDITORIUM KAT6 +4. DAN I WARDROC adors WARDROWC OR CORRIDOR CLASS ROOM GROC CLASS LANDING ROOM OR WAMACOC INTEIDIMOTO GIRL'S TOILCT CORRIDOR WIB dololol TFACHLAS ROON NOT ROOM DOYS TOILET kolekty HIRMU PRICIN rout UKIAYOXTAV CORRIDOR TERRAZZA FLOOR > DAI WAUKOTING Moniq CORRIDOR CORRIDOR Mint PROOP WELT o GRADO CLASS ROOM 0 pug DADC CL WADE CLAS PALL CLASS QOO lawant BUD DOOKS CTC STORAGE ET HITTITI CITIINIT SACRAL ONrice. HII SUDERATE DEAT'S INITILINILI OrrICE ROOM 19 TITEL MTD ROOM MITID ROOM UU (OUTAIN TAVAILA.R100R IND CONSEQUATORY GRADE CLAS6 ROOM NG Tarn (UNLI BASEMENT PLAN. NOT CXCAVATED NOT EXCAVATID GYMNASIUM NOT EX . NOT NOT EXCAVATED EXCAVATED LANDING LANDING RBOOM NOT EXCAVATED NOT EXCAVATED TAN NOT NOT EXCAVATLO NOT EXCAVATED NOT PXCAVATED XCAVATED Att VENTILATING APPARATUS TET FLOOR PLANS, HIGH SCHOOL, CROOKSTON, MINN. 290 HIGH SCHOOL BUILDINGS mod Q TILE DOR KINDERGARTEN DOMCSTIC SCIEACE KITCHEN UPPER PART OF GYMNASIUM WARDROBE STORAG= DINING LANDA ROOM arrut CORRIDOR CORRIDOR MRS PROOT CORRIDOR VCOTIVULC 던 ​VAATA -- 0-11.00 (10-1•1•• [° 1000) Do 101 •[]• lo 30.00 [•C•][]• []• [1•6• {o e•[] 1•° []•[• [1010 10 . COMMERCIAL DEP'T, STAIRAALL VCOTIDULL GROUND FLOOR PLAN, HIGH SCHOOL, CROOKSTON, MINN. FOURTH STREET VW JAIN AND GLAVE PLAY GROUNDS O TUTURC UNIT o TUTURE SCHOOL GROUNDS ENTRAL KATIKA MAMI mort LLNI. SHEET TO BE VACATED WMT MORIT TUTURE AUDITORIUM AND GYMNASIUM siat VALK BROADWAY ELM STREET 14.N MANUAL TRAINING SCHOOL UNIT OF HIGH SCHOOL PUILT SIDE VALX JA.. INE SAT. O **ICATIONS. ke M.L WW17 Auw WILT WURI AUTUNYANIUS THIRD STREET dob. . 12 OUW KI KAILONIZ TUMI SCALE ani aula luonty heel SERT DXCCK ARCHITECT, CROOKSYON MINNROTA LANSCAPE PLAT HIOH SOHOOL OROUNDS OROOKSTON MINN ASH ST. न PLAT PLAN OF HIGH SCHOOL GROUP, CROOKSTON, MINN. Bert D. Keck, Architect, Crookston, Minn. HIGH SCHOOL BUILDINGS 291 JUNIOR HIGH SCHOOL, TRENTON, N. J. W. A. Poland, Architect, Trenton. 292 HIGH SCHOOL BUILDINGS PRINTING ROOM. DOMESTIC SCIENCE DOMESTIC SCIENCE GENERAL WORK ROOM LIGHT WELL ll! 0 10 0 SEVING ROOM Tools SHOP ROOM MACHINE TOOL ROOM METAL WORKING ROOM LID STOCK RM FITTING DYE ING RM RM. } CORRIDOR R 1 1 KIOMINATION ROOM с о SHOP ROOM SEWING ROOM INSTRUCT SUPERVISOR ors PM ROOM BOYS'GYMNASIUM LIGHT WELL LIGHT WELL LIGHT WELL BOILER ROOM EXAMINA - INST FUCT- TION AM OR'S RM T GIRLS GYMNASIUM 1 COAL 00 COHL STORAGE SUB-BASEMENT PLAN, JUNIOR HIGH SCHOOL, TRENTON, N. J. W. A. Poland, Architect, Trenton. HIGH SCHOOL BUILDINGS 293 1 BOYS' DRAWING ROOM BOYS' DRAWING GIRLS' DRAWING ROOM ROOM GIRLS' DRAWING ROOM WONTS W MENS Cuekinoe CORRiook TOILET Torer.III STORE BLUE PRINT ROON ROOF ROOM LIGHT WELL. ROOF D ROOF VPPER PART OF Bors GYMNASIUM LIGHT WELL LIGHT WELL KITCHEN GIRLS' LUNCH ROOM ROOF UPPER PART OF GIRLS' GYMNASIUM GALLERY. TUIN с C R 1 o R с C 0 R e I D R co BOYS LUNCH ROUM ll! BOY:. Toinet. |}{{{{{{{{{{{2} CodeIDORS Corsivok GIRLS LOCKERS ES SHOWERS GALLERY BOYS'S HOWBAS: LGIRLS TOILET. GIRLS LOCKER ROOM .00 III BOYS' LOCKER ROOM Bors' Dress ING ROOM Grens DecSING ROOM BASEMENT FLOOR PLAN, JUNIOR HIGH SCHOOL, TRENTON, N. J. W. A. Poland, Architect, Trenton. 294 HIGH SCHOOL BUILDINGS LIGHT WELL 1 ROOF O APPARATUS. 1 NI LABORATORY LABORTORY 1 LIGHT WELL LIGHT WELL 三三三 ​BATH TOILET WOMENS RETIRING Room U LECTUPE RM APO RATUS. CLASS ROOM CLASS ROOM CLASS ROOM LIGHT WELL UN 10 JANITORS OU INFIRMARY CORRIDOR MENS RETIZING ROOM 111 с R R e R TOILET Stop I paircut PRINCIPALS CLASS ROOM, CLASS ROOM CLASS ROOM CLASS ROOM CLASS OFFICE CLASS ROOM. ROOM RECEPTION L086Y Stort II. KOBBY. . 9 ENTRY STENOGRAPHER lin VLST. VEST. LIBRARY AUDITORIUM. [:) 100 110 MEN. STAGE WOMEN allt FIRST FLOOR PLAN, JUNIOR HIGH SCHOOL, TRENTON, N. J. W. A. Poland, Architect, Trenton. HIGH SCHOOL BUILDINGS 295 BETE III APPARATUS 00 ROOM CLASS ROOM CORRIDOR CLASS 200M. CLASS ROOM CLASS ROOM CLASSROOM LABARATORY STOP RM L C o RRIDOR STE ட GALLERY BOY ORRIDOR 001, LECTURE PM OOOOL OOO CLASS ROOM CLASS ROOM CLASS ROOM CLASS ROOM CLASS ROOM GIRLS TOILET Daru RM TOILET APPARATUS LABORATORY ORGAN LOP UPPER PART OF STAGE SECOND FLOOR PLAN, JUNIOR HIGH SCHOOL, TRENTON, N. J. GYMNASIUM, JUNIOR HIGH SCHOOL, TRENTON, N. J. W. A. Poland, Architect, Trenton. 296 HIGH SCHOOL BUILDINGS SOUTH END JUNIOR HIGH SCHOOL, HOUSTON, TEX. Layton & Smith, Architects, Oklahoma City, Okla. HIGH SCHOOL BUILDINGS 297 . DOYEV UPPER PART OF STACE LAUNDRY DOMOSTIC SCIENCE LABORATORY Stowa ence Danh MODEL DINING ROOM DOMESTIC ART Uppee Paet of AUDITORIUM a o puter DOM SCIENCE LABORATORY SEWING ROOM. BALCONY STERIO ca USS ROOM गिगण பவ GIRLS' TORTS BOYS TOILLT Janyor. Jarros falsalala! Dipes a ooia ao? CLASS ROOM COMMERCIAL ROOM LASS ROOM MUSIC ROOM SILA LOCKERS CLASS ROOM corridor STUDY HALL CLASS ROOM CLASS ROOM RECITATION ROOM CLASS ROOM DRAWING ROOM 250 SECOND FLOOR PLAN STAGE CYMNASIUM AUDITORIUM CORRIDOR Corridor CLASS ROOM Top Lolaleista JANIDE CIRLS TOILETS GOOYS' TOILETS Jauros. Alalalala! CLASS ROOM PADUS DHYSIOGRAPHY CONSERVATORY G AQUARIUM BIOLOCY CLASS ROOM NO LINE DINHEIT Orta locuri CLASS ROOM STACK ROOM CORRIDOR TH जिाल LIBRARY STUDY HALL CLASS ROOM CLASS ROOM PRINCIPAL'S OFFICE TEACHERS ROOM CLASS ROOM BALLOHY I 130 FIRST FLOOR PLAN FILT. FLOOR PLANS, SOUTH END JUNIOR HIGH SCHOOL, HOUSTON, TEX. Layton & Smith, Architects, Oklahoma City, Okla. 298 HIGH SCHOOL BUILDINGS $26. 596 bolol 17:37-OHO FINISHING SHOPS Vi00 23.207 7000 pivniji! TERSACE Nr C!C! LOCO COCH TERRACE CABINET SHOPS SOY 081 SPC aiko Orice 0 OPEN AIR 3 TAGE coccione CORRIDOR popolo flug CIRLS TOILET 0 Boys you ts. (MERCENCY SICK ROOM Lolololoroe Tor La lalalalala Dipes SAN COOM HIHI. Pipes JANITOR'S COOMS BOILER ROOM Ο Japertoe MOTOR Roou Nili. DRYINC.2004 1 AL GATH Roou PATTERN SHOP WMOUR STORE CLASS ROOM CORRIDOR 15' WIDE GIRLS LUNCH ROOM KITCHEN BOYS' LUNCH ROOM CLUB ROOM CLASS ROOM. DRAWING ROOM. VESTIBULE F 2300 GROUND FLOOR PLAN ve trees GROUND FLOOR PLAN, SOUTH END JUNIOR HIGH SCHOOL, HOUSTON, TEX. Layton & Smith, Architects, Oklahoma City, Okla. 144'-1/" 93'-//" 25'-6" 25-6" 'of.0.2 ITI GIRLS TOILET INCLINE DOWY BOYS TOLPI HOWER AM Janirao CLOSET LOCKER GYMNASIUM 60'-2" x 28-0" LOCKER :. HOWER RA JIUNI APPARATUS RM BALCONY ABOYS ces IMUN DOWN CW do PANTRY LWIDEAK OOIT GINK 80'-0" PT TOOL CABINET CLOSET DO BOILER RM WING CORRIDOR LA DOMESTIC SCIENCE 4 ART 44-0'x 23-09 MANVAL TRAINING 50'-6" x 23-0" WARDRONE LUNCH ROOM -*x29-o WARDROBE I Closer CLASS ROOM 32'-0" x 23-0" PAN AND HEATER RM. Laima "SHayes GROUND FLOOR PLANL.. SCALE or FEET GROUND FLOOR PLAN, SHERMAN JUNIOR HIGH SCHOOL, HUTCHINSON, KANS. Mann & Gerow, Architects, Hutchinson. HIGH SCHOOL BUILDINGS 299 samo E LEHEL. SHERMAN JUNIOR HIGH SCHOOL, HUTCHINSON, KANS. Mann & Gerow, Architects, Hutchinson. 300 HIGH SCHOOL BUILDINGS Servia CHAMAER SEX CAIDOS TUTTI GIKLS TOILET RMC ICCOS BOYS TOILET RM CLOS VESTIBULE VESTIBULE BEST RM ROOM PRINCIPAL'S OFFICE 13 2. JANITOUS CLOS CLAS 12210 CLASS ROOM 330 x 23cm PLATFORM KECITATION KIT 230 xzi! TUPY HALL 55.3" x 20.0" RECITATION RM 23'0"x2169 CLASS ROOM 28.0' 23'-0" CLASS ROOM 28.0" x 23'-0" тоно כרו RECEPTION ROOM 132 13" LIBRARY Skr WARDROBE WARDROBE WARDROBE WARDROBE WARDROBE CORRIDOR WARDROBE CORRIDOR RECITATION RM- 29-0 21.9 RECITATYON RM 23'0" x 21 On CLOSBE en cus CLOS KLOS RECITATION ROM 19-9"x 230 CLASROOM RECITATION RM 19-9"*2350 FIE BOYS LUNCH EM CLASS ROOM WARDROBE WARDROBE CLASS ROOM 33'-0" x 23-0" 320x23-0 RECITATION RM 23-0"x 214.9" RECITATION RM 23-0"x 213 FRESH AIR SECOND FLOOR PLAN FIRST FLOOR PLAN SCALE OF FEET SCALE OF FEET REAR ELEVATION AND FLOOR PLANS. SHERMAN JUNIOR HIGH SCHOOL BUILDING, HUTCHINSON, KANS. HIGH SCHOOL BUILDINGS 301 DETAIL OF MAIN ENTRANCE, WEST SIDE JUNIOR HIGH SCHOOL, LITTLE ROCK, ARK. 302 HIGH SCHOOL BUILDINGS WEST SIDE JUNIOR HIGH SCHOOL, LITTLE ROCK, ARK. M. B. and Theo. Sanders, Architects, Little Rock, HIGH SCHOOL BUILDINGS 303 OPPO opomppooble TEACHERS XOOX TKCKERJ Poor GIRLS TOILET BOYS TOILET alala 111114€ Rast Ooo KITCIIEN SEWING ROOM RECITATION ROOM VESTIBULE VESTI VLC FANTRO DARX ROOM UI PARA TUS ROOM LABORATORY CORRIDOR CORRIDOR CAFETERIA LABORATORY BALCONY LABORATORY CORRIDOR MALL 10 DATA COTTAGE PANTRY DOMESTIC SCIENCE ART ROOM CLASS ROOM DINING ROOM BEDROOM TI CONSERVATORY SECOND FLOOR PLAN JUNIOR HIGH SCHOOL LITTLE ROCK, ARK THEO M SANDERS, ARCHITECT. 이이이​이이​이이 ​LANDING LANDING 1013 71616161617F . Giel's TOILET Bor's TOILET CUCAK OOO! NO) T, SIACMrs Ho'kacrers ROOM 20110B CLOLX Por VI NISIE VESTISIL STA CLOAK ROOM JAMICS JANITOR ROOM 1B ROODI 9B GIMNASTUM. CORRIDOR CORRIDOE ROOM 2B ECO 83 1.YS.CO. AVOJ 1.7.4307 PLAYS ROOM LOCK x RCOM PCONT 38 R20,9 78. CORRISC.2. O で ​VAULT TOV.LT PUBLIC ROCN TB ROOM 5B ROOM OB PRINCIPALS 0.7CE CLERE LANDING JUNIOR OR FIRST FLOOR PLAN HIGH SCHOOL, LITTLE ROCK, ARK. THEO M. SANDERS, ARCHITECT. 304 HIGH SCHOOL BUILDINGS ULKHEAD BICYCLE ROOR ROOF OVER BOILER ROOM 5116 LUDING LANDING BOY'S TOILET OKO GIRL'S TOILET 0|0|COMO Lorem C O NOO ZMONS THOOL 01 WAJN ROON VESTIBULE O Вамттах TOILET SUONER FOR TOILET JANITOR STOCK ROOM FINISHING ROOM POOL ROOM A GIRLS LOCKER ROOM Bor's LOCKER ROOM CORRIDOR CORRIDOR NATA TOPIUM ROOM 2A PLENUM ROOM PLENUM ROOM MANDAL TRAINING ROOM ROOM 3A CORRIDOR POON ROOM 5A POOM 6A ROOM 7A ROOM SA LANDING BASEMENT FLOOR PLAN JUNIOR HIGH SCHOOL LITTLE ROCK, ARK. THEO M SANDERS, ARCHITECT * Pool iece 6 TL 30 44. v. FLOOR PLAN OF GYMNASIUM AND AUDITORIUM BUILDING, ELKO COUNTY HIGH SCHOOL, ELKO, NEV. J. J. Donovan, Architect, Oakland, Cal. HIGH SCHOOL BUILDINGS 305 32 LE 24 Etice Hot SECOND FLOOR PLAN, CLASSROOM BUILDING, ELKO COUNTY HIGH SCHOOL, ELKO, NEV. LUXE 2X SICHT EN TOTOTSTATOTO 972 VES . FIRST FLOOR PLAN, CLASSROOM BUILDING, ELKO COUNTY HIGH SCHOOL, ELKO, NEV. J. J. Donovan, Architect, Oakland, Cal. 306 HIGH SCHOOL BUILDINGS CUKURU anks CE NEW BUILDINGS FOR THE ELKO COUNTY HIGH SCHOOL ALERTS BIRDSEYE PERSPECTIVE, ELKO COUNTY HIGH SCHOOL, ELKO, NEV. J. J. Donovan, Architect, Oakland, Cal. HIGH SCHOOL BUILDINGS 307 2) HII PLAT PLAN, ELKO COUNTY HIGH SCHOOL, ELKO, NEV. J. J. Donovan, Architect, Oakland, Cal. 308 HIGH SCHOOL BUILDINGS NANNA VNI 1 6 HIGH SCHOOL, IOLA, KANS. Thomas W. Williamson & Co., Architects, Topeka, Kans. UPPER PART OF STAGE UPPER PART OF AUDITORIUM ANKING NOON 7104 10 Lalalal ror' TOVLE GINLI' OLT CLASS ROOM 116' rario SIFE BOOXKCEPING ROOM noss non na vo124.0 18 ALCONY CLASS ROOM CLASS ROOM o'tdoo 21 Zoa Saar's CLI ROOM 10'0'n tro TYPEWRITING ROODY 01.11.0" GOSS êêêê LANDING с R R I D R PARA TOOM APPARATUJ ROOM LECTURE ROOM F CHEMISTRY AGRICULTURE LECTURE HOON CLAIS AOOP PHYSICSHBORATOR 4:oclo” CLASS ROOM 710.io 0 JCARS 10 CATS BEZANY ROOM LABORATORY 2010.12.0 ROOM uginio TROND FLOOR PLAN . OREJJING DRESSING ROOM ROON STACE yo'o'. JOO $180 Walcher DOY" TOVAT AUDITORIUM CLASS ROOM 210.0" OO CLASS ROOM voix 20.0" Mit CLASS ROOM 200 x 10.0" ID CLASS ROOM 10.0*10.0* D CLS ROOM 20.01.0" Jo Cars CLASS ROON 20 o 12.." LANDINO wins ROCCATION ROON ACCCPTION ROOM D 0 CLASS STUDY HALL 0 AAND NOON No12 CLASS ROOM <0** Mo' ROOM poio LIBRARY oo 0 D 21.0 < Jo' o PRIMCIPALS Orrico OPTICE no.no NAS VEJTIOULE Bes. FIRST FLOOR PLAN FLOOR PLANS, HIGH SCHOOL, IOLA, KANS. Thomas W. Williamson & Co., Architects, Topeka, Kans. 310 HIGH SCHOOL BUILDINGS Canal RUNNING TRACK ROOT OF COLT UPPER PART OF GYMNASIUM UPPER PART OF BOILER ROOM DOMESTIC ART ROOM LUMBERSTOCK ROOT 10. OCLC 11 11 I! - HITTING ROOM 72 OX 270 OOOOO FINISHING O GIRLS TOILET ROOM HOYJ TOILET TEACHERS UT ROODT с R R R I | BIO METAL ROOM DOMESTIC SCIENCE BENCH MACHINE ROOM EMERGENCY ROOM BUTLER RANT Tale ROOM 270 KJO. LUNCH ROOM 200x220 DRAFTING ROOM Fit GROUND FLOOR PLAN I STUDIO ANS GROUND FLOOR PLAN AND GYMNASIUM, HIGH SCHOOL, IOLA, KANS. Thomas W. Williamson & Co., Architects, Topeka, Kans. HIGH SCHOOL BUILDINGS 311 HIGH SCHOOL, SAN JUAN, PORTO RICO. A. C. Finlayson, Architect, San Juan, Porto Rico. 312 HIGH SCHOOL BUILDINGS UM FLOOR GIANT START Yok 365 NUM HO CLAI MANAL CLARI ora CLA RT OM mia LORE CUAN AT CL UT 011 TULLY D3 18 Idoll MACRAMICAL DRAWING -PLOT PLAN SHOWING BASEMENT- -FIRST FLOOR PLAN- HIGH SCHOOL, SAN JUAN, PORTO RICO. HIGH SCHOOL BUILDINGS 313 /TAGE GALLERY OF AUDITORIUM SATZ 230 LAT 1 H CL CL CENTRAL BALCONY EAT AUDITORIUM 1 LODES MAR JAIYOR ILTRY CLASS CE CIMA COM Ty3 DL LUNCH TEACHER CLAI CLA BAXATEPINU UTY HALL TURY HALL Taze Hand IRAWING SECOND FLOOR PLAN -THIRD FLOOR PLAN- HIGH SCHOOL, SAN JUAN, PORTO RICO. 314 HIGH SCHOOL BUILDINGS HIGH SCHOOL HIGH SCHOOL, CALDWELL, KANS. S. S. Voight, Architect, Wichita, Kans. HIGH SCHOOL BUILDINGS 315 HOOKS CLASS RM 23-0X20-0 BALCONY CLASS RM 23.0*28-0 HOOKS NOOKS CORRIDOR. UDDER DART OF AUDITORIUM Hoox ST CORRIDOR CLASS RM 23-0°*28-0" -HOOK's CLASS RM 23:0 x 28-0" ICLOS Clos: bo Oor . HOOKS CORRIDOR 11-0WIDE Hooks HOOKS CLASS RM 23-0*28-09 CLASS RM 23-0x29-0 CLASS RM 23.09x29-01 CLASS RM. 23.0*28-0" SECOND FLOOR PLAN: TUD HI!!:D D. Hall CLASS RM. 23-6x2800 ANIZONI INCLINE STUDY HALL 32-6X41-6 INCLINED TLoge AUDITORIUM 47-6X 50-0 Hooks ORRIDOR 8-O WIDI. CLASS RM. 23-0x28-0 HOOK LIBRARY 15-0x23-0 STAGE ANITA UP HOOKS 10 OD.T. CORRIDOR 11- Ó WIDE HOOKS WHOOKS -D. Sup'T CLASS RM. 23:0x28-0 RECTION RM 22-0 x 230 COMM'L DEPT 23-0 x 20'-6 TYPE WRIT'G ROOM FIRST FLOOR. PLAN. OTTTTTO GIRLS bolololdog HO 21 20 5 DOYS LAV 199709 ] LAY. DRESSING RM. 11-6x23-0 GYMNASIUM 47-0*X50-0" DRESSING RM. 11-6* X23-09 CORRIDOR 7-8" WIDE CORRIDOR WIDE O DOILER RM, e3-0" X 30 CLASS RM. 23-0X30-0 O 0.7 HOOKS OD.F. ye CORRIDOR 11-0 WIDE MANUAL TRAWING 23-0" X 30-0 LUMBER RM. DOM.SCIENCE DOM SCIENCE LO- 0x23-0 23'-0" x 29-6* GROUND FLOOR PLAN FLOOR PLANS, HIGH SCHOOL, CALDWELL, KAN. S. S. Voight, Architect, Wichita, Kans. 1 316 HIGH SCHOOL BUILDINGS HE HIGH SCHOOL, DEDHAM, MASS. Kilham & Hopkins, Architects, Boston, Mass. TYPEWRITING ROOM BOOK KEEPING ROOM DRAWING POOR? STENOGRAPHY ROOM SEWING ROOM CORRIDOR OR R1 DDR DINING PANTY ALCOVE co TI PREPIM PREPRM CLASS ROOM. DOMESTIC SCIENCE LADORATORY PHYSICS LABORATORY LECTURE ROON CHEMISTRY LABORATORY PHOTO STORES . STO PES THIRD FLOOR PLAN, HIGH SCHOOL, DEDHAM, MASS. GALLERY 6:25 UPPER FARE C: -35 EMBLY EVEE:( Focir DECITATION Room To CLASS ROOM TOTAL S-ORASI i coŘ RIDOR C OR R. DO RIDOR STUDY HALL 꾸다​. CLASS ROOM RECITATION ROOM STUDY ROOM RECITATION Rooin SECOND FLOOR PLAN, HIGH SCHOOL, DEDHAM, MASS. Ä SSEMBLY HALL RECITATOX Rooia TEACHERS' RECITATION ROOM Room CLASS ROOM CLASS ROOM ANTE RM STAGE ANTE २५ C o R R 1 o R Co e R ID R Vau. MVS Coo CLASS Rooin CLASS ROOM CLASS ROOM CLASS ROOM PRINCIPAL FIRST FLOOR PLAN, HIGH SCHOOL, DEDHAM, MASS. 318 HIGH SCHOOL BUILDINGS UPPER PART OF GYMNASIUM OOS POO GIRLS UGIRLS SHOWERS TOILET Boy's TOILET UPPER PART OF COAL POCKET 188ddle MANUAL TRAINING FM CORRIDOR Ć O R R 1 DOR UPPER PART OF BOILER ROOM UPPER PART OF FAN Roon PRINTING ROOM GIRLS LUNC4 RM Boys' STORIE LUNCH ROOM KITCHEN DISH ROOM STORAGE ROOMI L BASEMENT PLAN, AIGH SCHOOL, DEDHAM, MASS. .GYM NASIUM GIRLS LOCKER ROOM Boys' LOCKER ROOM. CAL POCKET 1 BOILER ROOM WT JANITOR FAN RM FOUNDATION PLAN, HIGH SCHOOL, DEDHAM, MASS. HIGH SCHOOL BUILDINGS 319 1 Pow. To DANY PRSTICE CLASS EAM! SCIENCE CALCONY ENTO NEL celine ASSENICLY HAUL JTAGE DLUNGE SILER ROOM Dic) CCAL. LONGITUDINAL SECTION THROUGH CENTER CLA, ODM CLASS ROOM CLASS ROOM CLASS Room CLAW Room STOE ROOM CALLCEY SHOP SHOP GYMNASIUM DIPLs GYMNASIUM STORE ROOM Lockers AND SHONERS BASEMENT DAYLMENT SECTION THROUGH GYMNASIUM L FRIT F.LEVATION ELEVATIONS AND SECTIONS, JUNIOR HIGH SCHOOL, ROCHESTER, N. Y. : BOILER ROOM DOILERS GAS ENGINE SHOP MACHINE SHOP FINISH'S ROOM CLASS RM CABINET MAKING, MILLE, ASSEMBLING 200M Jiuniidi [2] CORRIDOR CORRIDOR FAN ROOM PAN ROM PAINTING STORE STORC SHCET JA METAL ANO STOCKS NA Croa CHAVNA DECORATING RON ROM 1 CLCCT QI- CAL PATTERN OYS TOILET N TO LOCKCE o nowe LOVIOLET MAKING SHOP LOCK CRS & SHOWERS DLUNGE LOCKCRS4, SHOWERS OM IQ 11. ysore 40 CLASSRM CLASS AM BOYS LOCKCRS BOYS LOCKCAS .: STAGE BOYS TCACHCO3 STUDY I'M GIRLS GYMNASIUM NUT TCACHCRS STUDY RM DRAWING GYMNASIUM ROM PRINTING DOLL COURT 11 un L-DRILL COURT WOVASLC XATS) 00 GOLS LOCKCAL ASSEMBLY HALL TIGIRLS LOCKERS GYMNASIUN STOCK IM UNOLL GALLCLY H DRAWING ROOM GALLERY GALLERY CLASS OM ESTATIONA Naar scara) E . AIRLS TAL STORE ROOM STORE ROOM I QIRLS TOILLT TU! SLAY SCAT Print CORRIDOR CORRIDOR ENTRANCO MALL CLASS RM CLASS RM CLASS O'M MONS RESTIT ROOM STORCRM WAITING OM DQINKIDALS orrice V CLCRKS Visitos orr.cc LIBRARY CASS RM CLASS RM CLASS OM WOMENS RUST ROOM ". Tou JUNIOR HIGH SCHOOL. FIRST FLOOR PLAN SCALE 1. AM: 3 01 4PM. S8AM wa As FIRST FLOOR PLAN, JUNIOR HIGH SCHOOL, ROCHESTER, N. Y. Gordon & Madden, Architects, Rochester. 320 HIGH SCHOOL BUILDINGS GIRLS TOILSI CLASS PM CLA33 pont THAT CLASS ROOM CLASS ROOM LOCKERS LOCKERS CLASS ROOM LI CLASS ROOM PLUNGE PIPES PIPES. LOCKERS AND SHOWER LOCKERS AND SHOWERS. PIPES DIPES STARS TO SHOWERS AND GYMNASIUM CROSS UP TO DLUNGE SECTION THROUGH STNRS TO GYMNASIUM AND SHOWER3. PLUNGE CLAD DEM CLASS ROOM CLASS eam CLASS ROOM CLASH ROOM CLASS ROOM ASSEMBLY HALL DOYS CLASS ROOM CLASS DOM! GYMNASIUM GIRLS GYMNASIUM DIDES DIPLS 888 BEE PIPES PIPES DRILL COURT CROSS SECTION DRILL COURT THROUGH ASSEMBLY HALL SCALE Mint JUNIOR HIGH SCHOOL CROSS SECTIONS, JUNIOR HIGH SCHOOL, ROCHESTER, N. Y. ROOF A OFFICE i1 CLASS RM CLASS RM CLASS RM CLASS RM BOYS LUNCH ROOM GIRLS LAUNDRY !) STOCK! RM 1) 10 ) CORRIDOR TIMI downttintsi HADIRI 3 TORC OM B STORL OM 7 CLASS en ONNA AM APPLIED SCIENCE SCIENCE SCIENCE SCIENCE STOQ RM 10 NI CLASS RM DOMESTIC SCIENCE DOMESTIC SCIENCE Ornice >TORE KOO DOMLSTIC SCICNCE RKS do TOILET GIALS TOILET HI CONSERVATORY U SERVING KITCHEN H CLASS RM M 10 CLASS RM X FACULTY DINING ROOM DOMLSTIC R SCIENCE CLASS RM X > CLASS RM ASS F CLASS OM ROF ROOF SEWING RMI TCACHCRSK STUOY RM M L: 11 TEACHERS DE STUDY O'M COURT COURT 1: CLASS RM LASS X SEWING RM I SEWING RM CLASS RM CLASS OM BALCONY 1!! CLASS RM SEWING RM SEWING RMET CLASS OM VIL CLASS RM 60YS TOILCT STORE em UN SCAT STORC RM EN EXHIBITION HALL CORRIDOR CORRIDOR Domini IH COMMCRCIAL DMCOMMERCIAL D'M COMMERCIAL COMMERCIAL RM LICTURE ROOM cl CLASS RM CLASS RM CLASS OM CLASS OM CLASS RM IN JUNIOR HIGH SCHOOL SECOND FLOOR PLAN SCALE - 10T 8 PM *4 AM GUN) HANGO 4PM.“ -8AM YANG MIO 12 SECOND FLOOR PLAN, JUNIOR HIGH SCHOOL, ROCHESTER, N. Y. Gordon & Madden, Architects, Rochester. THE UNIVERSITY OF MICHIGAN DATE DUE AUGE 8 doo UNIVERSITY OF MICHIGAN 3 9015 01379 3222 1 1 : . 1 1 : t܀ ܀ ܝܼ.܀ ܀