GIFT OF 
 
Gift 
 JUL 1 J820 
 
 The Schoolhouse 
 
 E. C. LARL 
 
 ('■ 
 
The Schoolhouse 
 
 BY 
 LDWARD C. EARL 
 
 WASHINGTON, D. C. 
 1919 
 
^^^'^ 
 
 COPYRIGHT. 1919 
 BY EDWARD C. EARL 
 
 
 Price: 30c the Single copy. 
 4 copies for $1.00. post paid 
 E. C. Earl, 22 Third St., N. b' 
 Washington, d. q. 
 
 \ 
 
 '<-- 
 
The Call to the 5chool 
 
 TABLE. I. IPOPULATION OF THE. UNITED 5TATE.S. 
 
 CLA55 
 
 OF 
 
 COMfAUNlTY 
 
 TOTAL POPULATION 
 
 PER50NS 6 TO EO YEAR.5 OF AGE. 
 
 NUMBER 
 
 PER. CCNT 
 DISTRI- 
 BUTION 
 
 TOTAL NUMBE.R. 
 
 NUMBLR 
 
 PE.R. CE.MT 
 
 DI^TRIBUTIOH 
 
 NUMBER ATTENDING SCHOOL 
 
 NUNIBLR. 
 
 PERCENT 
 
 PtR CENT 
 0I5TR180TWN 
 
 R U R. AL 
 U R. E> A N 
 TOTAL (U.S.) 
 
 49 348 883 
 A2. Q>tt 39.3 
 91 2>1 Z. 2.CoQ> 
 
 55.7 
 46.3 
 lOO. 
 
 \<b Z-bO AO(b 
 11 5^0^193 
 27 750*599 
 
 5&.5 
 4 1.5 
 lOO. 
 
 10 aoi 235 
 
 7 09S 3<be 
 
 17 300 Z.04 
 
 (6\.<b 
 CZ.3 
 
 53 
 
 41 
 
 lOO 
 
 TABLE n. ILLITERACY. 
 
 R. U ft. A L 
 
 UR B A N 
 TO T A L. 
 
 TOTAL POPULATION 
 I O YEMiS OF AGL AND OVEti 
 
 NUMBLB 
 
 3(Z) 931 095 
 34 G4 9 175 
 7 I 5S.O 270 
 
 PtR CE.NT 
 DISTRIBUTIOMl 
 
 51.6 
 4a.4 
 lOO. 
 
 1 LLI TE.B.ATE. 
 10 YEAR.5 OF AGE. AND OVE.R. 
 
 NUMBE.C 
 
 Z) 7A^ 03I 
 I 7fe8 1 3i 
 5 5 1 C) l<&3 
 
 PEEL CENT 
 
 10.1 
 5.1 
 7.7 
 
 PtR. CE.NT 
 DISTRIBUTION 
 
 <6% 
 
 32. 
 
 lOO 
 
 TABLE m. INABILITY TO SPEAK. ENGLISH 
 
 FORLIGN BORN WHITE. POPULATION 
 10 YLAR5 OF AGE. AND OVE.R. 
 
 B.U a A L 
 URBAN 
 TOTAL 
 
 TOTAL NUMBE.R. 
 
 NUMBE.C. 
 
 3 C>12 535 
 9 33 1 994 
 12, 944 52.9 
 
 PLR.CE.NT . 
 OISTBIBOTION 
 
 L7.e> 
 
 72.1 
 lOO 
 
 NUMBER UNABLLTO SPEAK EN6U5H 
 
 NUMBER. 
 
 9lO 130 
 2 042 ftai 
 2 953 Ol I 
 
 PERCENT 
 
 25. i 
 21.9 
 22.8 
 
 PEP CLNT 
 OI5TaiBU7lOH 
 
 3o.a 
 
 G9.2 
 I CO 
 
 <C 
 
 1- 
 
 o 
 
 Q 
 
 •=} — < 
 
 id tu 'J 
 
 ^ O « 
 
 ^ .0 ?^ 
 
 o ^ i 
 
 tO uJ K- 
 
 «o 
 
 z 
 o 
 
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 hi 
 o 
 
 
 a 
 
 o 
 
 z 
 < 
 
 o 
 
 z 
 < 
 
 < 
 J 
 
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 r 
 
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 J 
 O i2 
 
 5 
 
 H Q 
 
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 5 g 
 
 TABLE IZ. 
 
 OCCUPATIONS. 
 
 POPULATION 10 YE.AR5 OF AGL AND OVEIR 
 ENGAGLD IN GAINFUL OCCUPATIONS. 
 
 OCCU PAT10N5 
 
 NUMBLB. 
 
 PtRCtNT 
 
 distribution! 
 
 AgUICULTURE., FOB.E.5TR.Y AND ANlM^L InOUSTR-Y 
 
 Manufacturing AND Mcchanical Indo5tr»e.5 
 
 DOME.5T1C AND Pc.R50N^L SCRVICE..- „ 
 
 TRA D E 
 
 Trans PORT ATI ON 
 
 Clelrical Occupations 
 
 PROr C.55 10NAL 5e.RVICE_ 
 
 ex.tr.agtion of mlncrals ^_ 
 
 Public 3e.r.vice- 
 
 Total GAIN FULLV occupie.d-. 
 
 .12 £59 203 
 
 .10 <s5a sai 
 
 -.3 77 2 174 
 
 ...3 GI4 G>70 
 
 .. 2 <2>37 G»7I 
 
 ... I 737 053 
 
 .. I &<b3 5C9 
 
 9G4 ft24 
 
 4 59 29 I 
 
 -.33.2 
 .. 27.9 
 ... 9.9 
 ...9.5 
 ... ©.9 
 ..4.5 
 ...4.4 
 ....2.5 
 ...1.2 
 
 3% IC.7 33G> 
 
 too 
 
 ec.c. 
 
 Total population 10 ycars of agl anoovlrvi 3fto a70 m 
 
 PtR CE.NT gainfully OCC O P I C. O --.?-.., - 53.3 
 
 416842 
 
THL 5CHOOLHOU5L 
 
 5CHOOL GROUNDS 
 THL BUILDING 
 THL CLA55ROOM 
 PLATL5 
 
SCHOOL GROUNDS 
 
 SITE. In choosing the grounds for the 
 
 SURROUNDINGS. new schoolhouse, the people of the com- 
 
 AREA. munity have opportunity to write a 
 
 ASPECT. testimonial to themselves of wisdom, 
 
 PLACING THE BUILDING. forethought and high ideals, that will 
 
 PLAYGROUNDS. stand a monument for generations to 
 
 PLANTING. come. Lest the many perplexing con- 
 
 ditions may obscure the vision, let us 
 tabulate some of our theories and embody as many as we can in our title 
 to the new school grounds, and make all possible improvements in the old. 
 
 The Site. 
 
 The schoolhouse must stand on high ground, not on a hill, although its 
 light must not be hid, but upon ground high enough to give good drainage 
 and preferably the slope should be to the south or east. A rich natural soil, 
 of a sandy or gravelly nature, is desirable. A clay soil, rough or rocky ground, 
 a filled-in site, and a low or damp location should be avoided. Yet surfacing 
 and drainage may do much to improve an uninviting tract. The site should 
 be open to the sunlight, preferably a city block with wide, shady streets for 
 the urban school and a place of similar character and of easy access, but of 
 larger area, for the rural school. 
 
 An abundant supply of pure water is necessary. It is desirable that sewer, 
 electric light, electric power and telephone should be available for school use. 
 
ScHooi< Grounds 
 
 Surroundings. 
 
 The schoolhouse should be in a quiet residential neighborhood, near the 
 center of population, and in line with future growth. Nevertheless, aspect, soil 
 sanitation and water supply are more important than geographic location. The 
 school should, at least, be in a moral neighborhood and with no theaters or 
 places of amusement nearby. It should be away from noise, traffic, street 
 cars, hospitals, fire and police stations. It should be remote from stables and 
 shops and from dangerous crossings. Fire and police stations may well be 
 accessible but so far away that the noise and excitement do not reach the 
 school. Nearby buildings are objectionable because of noise, fire hazard and 
 obstruction to light and air. 
 
 Area. 
 
 Cost usually determines the size of the grounds and the larger the city 
 school the smaller will be the area for each pupil. For a large city and with 
 gymnasium and roof playgrounds, an unbuilt on area of even less than thirty 
 square feet per pupil may be generous, while ten times that amount would be 
 small for a country school. The boys' playground should afford ample space 
 for a running track and for baseball and football. The girls' playground may 
 be somewhat smaller but large enough for apparatus, basket-ball, tennis and 
 running games. 
 
 In addition to the athletic field there should be a school garden and an 
 experimental field. In front, there should be a lawn with flower borders 
 and trees making a suitable place for picnics, and community gatherings on 
 holidays and summer evenings. There should be at least three acres for every 
 country school. Five acres should be a minimum where garden and field work 
 is carried on and grounds of ten acres are none too large for consolidated rural 
 schools. 
 
 Aspect 
 
 The sun exposure of the classroom Is most important. But this has to do 
 more with the planning of the building than with selection of the site, for the 
 schoolhouse must be arranged with reference to the points of the compass. Gen- 
 erally, an east or south front is to be preferred to a west or north front, because 
 the building is used in winter more than in summer. For the playgrounds, a 
 slope to the east or south is desirable. The exposure should be such that the 
 pupils will be tempted out into the fresh air and sunlight all thru the winter. 
 Nearby forests and neighboring hills will be a welcome protection from the 
 north and west winds, while such features, to the south or east, may be so 
 objectionable as to prohibit the use of the site for school purposes. 
 
ScHooiv Grounds 
 
 Placing the Building. 
 
 Fronting on the principal street, with convenient side entrances, the school- 
 house will usually be set far enough back to afford a lawn with some planting 
 in front and a short walk up to the building, while the playgrounds will be at 
 the side and rear. But with noisy streets or with a southern slope from rear 
 to front, it may be set well back and the playgrounds located in front. It is 
 desirable but not necessary that the main entrance face the street. If the 
 outlook, orientation or slope of the grounds make a different location desirable, 
 the planting and design may be made to harmonize the building with the site. 
 
 Playgrounds. 
 
 The area of the playground will determine its use and treatment. Grounds 
 of small area should be paved and drained to sewer. Paving may be of brick, 
 cement, or asphalt, or of cinders or gravel well compacted ; or better, of broken 
 stone, surfaced with limestone screenings or torpedo sand. Walks for country 
 schools may be made in any of these ways. For large playgrounds a few of 
 the hardier grasses will stand the rough usage. 
 
 Well drained playgrounds, open to the sunlight and protected from north 
 and prevailing winds, will keep the pupils out of doors many winter days. 
 The playgrounds should be placed so as to be easily overseen by the teacher. 
 Separate yards for boys and girls should be provided; for although they may 
 play the same games, it is generally agreed that undirected co-recreation is not 
 desirable. Some of the games that should be provided for are baseball, basket- 
 ball and football. Some equipment adds greatly to the use of the playground 
 and takes very little space. Sand bins will delight the smaller children. The 
 slide and horizontal bars are good and generally safe. 
 
 It would be desirable to enlarge the use of the school playground. Make 
 it a neighborhood center. Provide more apparatus and have an athletic field 
 and a swimming pool. Make it a picnic grounds, a general gathering place, a 
 place for athletic meets, moving pictures, band concerts and singing school. 
 
 Fence the grounds if large, and it is desired to shut out the things of the 
 street. A high iron fence is expensive and agressively exclusive. A strong, 
 close mesh woven wire fence, covered with roses, honeysuckle or ivy, is a 
 thing of refinement, joy and beauty. Or trees and shrubbery alone may give the 
 desired seclusion. Sometimes high masonry walls are desirable, as on the 
 north or west sides of an exposed yard or to shut out some undesirable view 
 or building. Such walls may be of stone, brick or concrete. Walls of field 
 stone, laid up in cement mortar with large deep joints, are picturesque when 
 half covered with vines. Walls of rough brick are also pleasing and concrete 
 walls are good and structurally, perhaps the best. Shrubbery and trees should 
 be planted along the inside of these walls and fences. 
 
ScHooi. Grounds 
 
 Planting. 
 
 Sunlight for building and grounds is all important. Open spaces for play 
 is essential. The south breeze should not be shut out. What planting, then, 
 is there to do? Two rows of shade trees may be placed along the street, one 
 row in the parking and one inside the street walk. Also, trees may be planted 
 along the property lines with a few extra ones in the corners. Some trees 
 may be planted close for quick effect, such as silver maple and Carolina poplar, 
 but the permanent trees, — elm, oak, sugar maple, sycamore and ash, should be 
 given plenty of room. 
 
 Along the borders of the grounds plant lilacs, roses and other shrubs. 
 Cover the fences with vines, let some Japanese ivy creep over the building and 
 give the climbing roses, clematis and other vines a place at the entrances. Put 
 some low bushes along the walks, — privet, roses and barberry. Cannas, dahlias 
 and hardy chrysanthemums are fine for fall, and the early wild flowers, violets 
 and the hardy bulbs will herald the approach of spring and give a touch of 
 romance to the closing days of school. 
 
 Work out a good arrangement for the grounds and follow this plan 
 even if the improvements extend over several years. Keep all planting in 
 groups and masses. Scattered planting does not look well for shrubs, and 
 usually not for trees, except for an occasional specimen that that seems to 
 have broken away from the mass or stands a captain for its company. Trees, 
 however, must often be planted alone because of the space they occupy and for 
 special requirements of shade. Too many varieties should not be planted and 
 every tree should be carefully selected from nursery or forest. But use the 
 natural features if not interferring with the use of the grounds. A hill, a 
 small ravine, a natural wood, the wild flowers, in their proper places, are assets 
 to the school grounds. Save the oaks and pines, the dogwoods, elders, golden 
 rod and creeping plants. 
 
 Grass seed mixtures adapted to the given soil and climate will produce fine 
 lawns, if well cared for. Kentucky blue grass is good for the central and 
 northern states. Bermuda grass is desirable for the South in open spaces. 
 
 Books for the School Library, 
 
 Manual of Gardening, by L. H. Bailey. N. Y., The Macmillan Co. ($2.00.) 
 Trees in Winter, by Blakeslee and Jarvis. N. Y., The Macmillan Co. ($2.00.) 
 Practical Landscape Gardening, by Robert B. Cridland. 
 
 N. Y., A. T. De La Mare Prtg. & Pub. Co. ($1.75.) 
 How to Make a Flower Garden. N. Y., Doubleday, Page & Co. ($2.00.) 
 
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THE BUILDING 
 
 ESSENTIALS. The greatest needs of city schools 
 
 COURSE OF STUDY. are larger grounds and more buildings 
 
 SIZE OF BUILDING. of the best modern type. The greatest 
 
 THE BASEMENT. needs of country schools are larger and 
 
 MATERIALS. . better kept grounds, better buildings, 
 
 LIGHTING. better sanitation and better equipment. 
 
 A SOCIAL CENTER. The rural schoolhouse should be attrac- 
 
 tive in appearance and may well reflect 
 the home in its design, while, as an institution of learning and discipline, its 
 plan should insure the greatest efficiency in operation. The more extensive 
 use of the schoolhouse for social and community meetings of an educational 
 character and the teaching of agriculture, manual training and household 
 science, are developing a new schoolhouse plan in which the workroom and 
 library are used to supplement the work of the classroom, and an assembly room 
 is provided for general public use. 
 
 Essentials. 
 
 Every school building should be safe, sanitary, comfortable; well lighted, 
 heated and ventilated; carefully planned, economically and honestly built; of 
 durable materials ; of minimum cost for upkeep ; perfectly adapted to its purpose, 
 and beautiful in appearance. To be safe a school building need not be fireproof, 
 but it should, at least, be fire resisting, slow burning, and easily and quickly 
 emptied. One-story buildings may safely be of wood. Two-story buildings 
 should have all exterior walls and carrying partitions, all stairways and all 
 corridor floors of non-burning materials. Three-story buildings are undesirable 
 for grade schools. If built, they should be entirely fireproof. All roofs should 
 be covered with non-burning materials. Heating rooms should be safeguarded 
 against fire and should be shut off from the remainder of the building by fire- 
 resisting and fireproof construction. Ample inside stairways should be pro- 
 vided to empty the building in not to exceed three minutes. Outside iron stair- 
 ways are undesirable because pupils will not be sufficiently accustomed to their 
 use. 
 
 io 
 
The Building 
 
 Course of Study. 
 
 The training of the child is provided for by the school (a) In the class- 
 room, auditorium, library and study, where he receives individual and collective 
 instruction, makes use of the sources of literary knowledge and learns to 
 think for himself ; (b) in the drawing room, laboratory, shop and garden, 
 where he trains his hand, makes real his knowledge and learns to do by doing ; 
 and (c) in the gymnasium, and on the playground,' where he invigorates his 
 body, refreshes his mind and lays a foundation for future mental and bodily 
 vigor. The classroom is the unit and nucleus for all this, and however im- 
 portant the other equipment may be, our system of training makes this feature 
 the basis of grade school design. 
 
 Size of Building. 
 
 The number of classrooms determines the size of grade school buildings. 
 Educators generally agree that a teacher should have not more than thirty 
 pupils. But recognizing the difficulty of maintaining this standard, they place 
 the practical limit at thirty-five pupils and believe that the ultimate or emergency 
 limit should be forty. Considering the physical well being of the child, the floor 
 area for each pupil has been established at 15 to 18 square feet and the 
 cubic feet of air space at 200 to 225. These requirements will be fulfilled by a 
 classroom having a floor area 20 to 23 feet by 27 to 32 feet and a ceiling 
 height of 12 feet or 12 feet 6 inches. A classroom 25 by 32 feet has been 
 found to be about the practical limit of voice and vision for teacher and 
 pupils, and these dimensions with a ceiling height of 12 or 13 feet are near the 
 limit for satisfactory lighting with windows on one side only of the room. The 
 Boston standard is 23 by 29 feet for lower and upper elementary grades and 
 26 by 32 feet for junior high schools, with ceiling height of not less than 12 
 feet. 
 
 It will frequently be desirable to make additions to the school building 
 as the population increases. This may be provided for in planning the building, 
 yet to do so will often mean the sacrifice of some desirable feature of plan 
 or design and larger cost, eventually, for the completed building. Or the entire 
 building may be constructed, leaving some rooms to be equipped later; using 
 them, until needed for classrooms, for some of the secondary functions of the 
 school. However, there are several types of buildings which may be added 
 to as the needs of the community require. 
 
 The Basement. 
 
 The basement is not only necessary for larger school buildings, but is 
 also essential to the highest efficiency of one-room rural schools. It is the 
 most desirable place for the heating apparatus, because a basement furnace 
 affords a better distribution of heat over the whole building and is more safe, 
 cleanly and convenient than the jacketed stove. The basement is a satisfactory 
 
 U 
 
Ths Buii^dinq 
 
 place for toilets where water supply and sewerage system are available. It 
 is usually the only place for playrooms and may be used for manual training 
 and domestic science when it is high and well lighted. 
 
 Basements that are dark, damp or poorly ventilated are not desirable. 
 With a cement floor not more than four feet below grade and ceiling not less 
 than five feet above grade, a basement in a dry, well drained soil should be 
 sanitary, but for workrooms it would be better not more than two or two and 
 one-half feet below grade. The walls may be of concrete with cement plaster 
 inside or with face brick or paving brick wainscot or of selected common brick, 
 carefully laid. Outside, the walls should be kept dry with cement plaster, or 
 asphalt coating or with cinder or gravel fill and with tile drains. 
 
 A basement makes the rooms above dryer, warmer and more free from 
 ground air. The increased cost should not prohibit the use of basements in. 
 rural school buildings. 
 
 Materials. 
 
 In schoolhouse construction the best is the cheapest and safety, fitness 
 and service should be the first considerations, then beauty and cost. Materials 
 and methods of construction will be largely influenced by local conditions. For 
 foundations, concrete, stone, or hard-burned brick may be used; preference 
 being given in the order named. A good foundation may be built of brick with 
 cement mortar and with waterproofing on the outside. Brick walls above grade 
 are permanent, will require no repair or paint and even common brickwork 
 may be made attractive with selected brick and good workmanship. For small 
 buildings, outside plaster on common brick or tile, is desirable, pleasing and not 
 expensive. Small frame buildings may be made safe by firestopping with 
 brick or other non-burning materials. Plaster is the best inside finish for 
 walls and ceilings. Brick walls may be furred inside with hollow tile or faced 
 inside with hollow brick and the plaster applied directly to the wall without lath 
 or open furring space. However, hollow bricks even with damp proof paint,, 
 do not make a sufficiently dry wall. Metal lath on metal furring is expensive.. 
 Wood furring and wood lath keep the plaster dry and add little to the fire 
 risk when properly firestopped. 
 
 Basement floors should be of cement. Corridor floors, where fireproof,^ 
 may be of composition, cement, asphalt, marble, tile or mosaic. Cement is. 
 the cheapest and is satisfactory. Marble, tile and mosaic tile in patterns, are 
 more pleasing than cement but somewhat more noisy. They are clean, non- 
 absorbent and durable. Wood floors, although not perfectly sanitary, are 
 best: for classrooms and offices. Selected maple or quarter-sawed yellow 
 pine, 23^-inch face, are satisfactory. The former is the better and is the more 
 expensive. Composition floors on wood sub-floors are sanitary and especially- 
 desirable for corridors and toilets of frame buildings. 
 
 12 
 
Thb Building 
 
 For wainscoting, cement plaster painted two or three coats, makes a good 
 finish. Burlap, painted, is often used, and has the advantage that it is not 
 easily marred. It is not, however, entirely sanitary. Face brick for corridor 
 wainscoting is unsatisfactory, but is appropriate for basement playrooms. The 
 least possible wood trim should be used and this preferably plain and so arranged 
 as to catch the least amount of dust and be easily cleaned. Wood wainscot and 
 wood partitions should be avoided. 
 
 Lighting. 
 
 Whenever possible, electric lighting should be provided throughout the 
 school building. Some form of artificial illumination is essential, for the 
 value of the building will be greatly lessened if it cannot be used at night. 
 Especially should there be artificial lighting in vestibule, corridors, stairways 
 and assembly room. For electric lighting all wires should be in steel pipe 
 and generally the best work should be required. For classrooms and assembly 
 hall as well as library and study, indirect lighting is much to be preferred to 
 direct lighting. Opal bowls, transmitting the same brilliancy of light as that 
 reflected from the ceiling, give a soft pleasing light very restful to the eyes. 
 Indirect illumination, however, requires about fifty per cent more electric 
 current to give the same amount of light. 
 
 A Social Center. 
 
 *A community may be said to have a schoolhouse social center if one 
 of its school buildings is open to the public on one or more fixed nights in 
 the week for at least twelve weeks a year, for activities of a social, recreational, or 
 civic character and regularly directed by one or more trained leaders" (C. A. 
 Perry). The present day tendency to make the school a factor in the social 
 welfare of the whole community, is not a new movement but is a continuation 
 and expansion of the spelling match, singing school and political meeting, in 
 the little red schoolhouse, long ago, when folks really were neighbors and 
 not as worldly-wise as now. We are trying to get back some of the good 
 old times. 
 
 The location and purpose of the schoolhouse make it the logical place 
 for community gatherings of an educational character; for debates, oratorical 
 contests, athletic meets and public playground activities; for lectures, dramatic 
 and musical entertainments ; for meetings of parent-teacher associations, mothers' 
 clubs, girls' clubs and boy scouts; for agricultural exhibits and discussions; 
 for political meetings and voting places. Its use for these various purposes is 
 justified on the ground that the school belongs to all the people, that it Is well 
 equipped for these different uses, and that its non-use is a loss to the com- 
 munity. To provide for these secondary functions but little extra expense is. 
 
 13 
 
The Buii^ding 
 
 involved. An auditorium is necessary and is provided for by the classroom 
 and assembly hall. Adequate artificial lighting is necessary. Movable furniture 
 is desirable. The larger and better equipped the gymnasium or playroom and 
 playground the greater will be their service. 
 
 However better than all this would be an evening study room and clubroom 
 for the boys. With proper supervision its effect for good would be immediate 
 and far reaching. 
 
 Reference Books. 
 
 American Schoolhouses, by Fletcher B. Dresslaf. 
 
 United States Bureau of Educatioij, Bulletin No. 5. 1910. 
 
 Gov't Printing Office, Washington, D. C. (75c.) 
 Rural Schoolhouses and Grounds, by Fletcher B. Dresslar. 
 
 United States Bureau of Education, Bulletin No. 12. 1914. 
 
 Gov't Printing Office, Washington, D. C. (50c.) 
 School Buildings and Equipment, by L,. P. Ayres and May Ayres. 
 
 Address, The Russell Sage Foundation, New^ York City. (25c.) 
 Healthful Schools, by May Ayres. N. Y., Houghton, Mifflin Co. ($1.50.) 
 Decoration of the School and Home, by Theodore M. Dillaway. 
 
 Springfield, Mass., Milton Bradley Company. ($2.00.) 
 Community Center Activities, by Clarence A. Perry. 
 
 N. Y., The Russell Sage Foundation. (35c.) 
 
 
 
 5TATE. LAW5 litLATING TO :JCH00LH0U5E5. 
 
 
 
 STATt 
 
 PLANS 
 APPBOVtO BY 
 
 SQ-rtiT 
 PtR PUPIL 
 
 CU. f CLT 
 Ptil PUPIL 
 
 i«e.i>ui>ui>n. 
 
 RATlOflOOe 
 TOGLAbS 
 
 rwPtBWUS 
 
 MOMIDITY 
 
 LIGHTING 
 
 L*1T DOOBSOUTWAaa ' 
 
 Alaboroo 
 
 SlAta 5opt. 
 
 
 
 
 
 
 
 
 
 
 
 Indiana j 
 
 
 
 tl5. 
 
 SO. 
 
 e>. 
 
 70' 
 
 AOVa 
 
 Left 
 
 
 
 [jaf^oreslory 
 
 Kansas 
 
 state AithilecT 
 
 
 
 
 
 
 
 
 
 
 ^utepfone-slory 
 
 LooisianQ 
 
 mt'^'i^- 
 
 
 
 
 
 
 
 
 
 All schools 
 
 
 Maint 
 
 State 5iu>t 
 
 
 
 
 
 
 
 
 
 AU schools 
 
 
 Maryland 
 
 Countyscfiool 
 ComitiissioneTS 
 
 
 
 
 
 
 
 
 
 
 
 Mass- 
 
 
 
 
 
 
 
 
 
 
 Ml schools 
 
 
 Montana 
 
 State PdHcoIlh 
 Stole Sopt. 
 
 
 
 
 
 
 
 
 
 
 
 NcWHotnp 
 
 
 
 
 
 
 
 
 
 
 All schools 
 
 
 HewJerjty 
 
 StottBd-Uucotion 
 
 l«. 
 
 too. 
 
 3a 
 
 5. 
 
 
 
 
 Leftondreor 
 
 
 btt^ant story 
 
 New York. 
 
 Com .of tdocation 
 
 15 
 
 too. 
 
 30. 
 
 
 
 
 
 
 All schools 
 
 
 N.Dakota 
 
 31atc Sopf. 
 
 
 
 
 
 
 
 
 
 
 
 Ohio 
 
 
 l4-l8-i0 
 
 ioo-:w-z50 
 
 
 6. 
 
 
 
 Left 
 
 Left and rear 
 
 
 
 Pen a 
 
 State Kd tdocfltior 
 
 
 
 
 
 
 
 
 
 
 
 Ehodcl;Jand 
 
 
 
 
 
 
 
 
 
 
 All schools 
 
 
 SJ)akDla 
 
 5tatc 5opr. 
 
 
 
 
 
 
 
 
 
 
 
 TCHQS 
 
 County 5opt. 
 
 
 
 .50. 
 
 6. 
 
 
 
 Lejt 
 
 
 All schools 
 
 
 Virginia 
 
 Division 5opt 
 
 |^ 
 
 zoo 
 
 30 
 
 
 
 
 Lett 
 
 Le| land rear 
 
 
 
 Wiiconbin 
 
 
 
 
 
 
 
 
 
 
 
 tjiceptone-Airy 
 
 SCaTolina 
 
 StotcKltducotian 
 
 
 
 
 
 
 
 
 
 
 
 rrom Digest o] stole lows relotit>g to public edocatlon, in force Jonuary I,l1i5. Bulletin No. •^y. H'S. 
 Bvrcou of tdoootion; Washington, Government Printing OHioe. 
 
 14 
 
THE CLASS ROOM 
 
 SIZE OF ROOM. In the modern schoolhouse the 
 
 ORIENTATION. classroom is lighted from one side 
 
 LIGHTING. only, a constant supply of fresh air is 
 
 DOORS. maintained, a part, or all, of the desks 
 
 WARDROBES. and seats are adjustable, slate black- 
 
 BOOKCASES AND CLOSETS. boards are provided on two or three 
 
 BLACKBOARDS. sides of the room, and there is no 
 
 FURNITURE. teacher's platform. 
 DECORATION. 
 
 Size of Room. 
 
 ^ There is no absolute standard size for classrooms, but educators and 
 hygienists have agreed upon certain limitations. They agree that a grade 
 classroom should not be larger than 25 by 32 feet, and that one teacher should 
 not, under any circumstances, have charge of more than forty pupils. It is 
 also generally agreed that each child should have not less than fifteen square 
 feet of floor space. And yet our largest cities continue to build larger class- 
 rooms and teachers in city and country continue to enroll forty-five and fifty 
 pupils. But it is a passing condition. Every year better conditions become 
 average conditions. It is likely that the lower standards will not continue 
 beyond our present transition period. 
 
 Large classrooms, with movable furniture, may be useful as public assembly 
 rooms, but in general the best interests of the pupil should not be sacrificed 
 to any of the secondary functions of the school building. The classroom in 
 most favor at the present time has five rows of seats and six, seven or eight 
 seats in the row, seating thirty, thirty-five or forty pupils and requiring a room 
 from 20 to 23 ft. wide, 27 to 32 ft. long and 12 ft. high. 
 
 The necessary ceiling height of a classroom is largely determined by light 
 conditions, and this by orientation, surroundings, and geographic location. With 
 classroom lighting from one side only, the width of the room should not exceed 
 
 IS 
 
The Class Room 
 
 two times the height of the top of the windows above the floor. Allowing 
 six inches for head casing the top of the windows will be liy^ ft. above the 
 floor for a room having a ceiling height of 13 ft. and the room should, accord- 
 ingly, be not more than 23 ft. wide. 
 
 Increasing the ceiling height affords better lighting and somewhat more 
 uniform temperature. But an increased ceiling height makes the room more 
 difficult to heat, increases the amount of stair climbing to the story above and 
 adds to the cost of the building. With perfect mechanical ventilation, giving 
 thirty cubic feet of fresh air per minute to each pupil the area of floor and 
 cubic feet of space per pupil become of much less importance. 
 
 Orientation. 
 
 With unilateral lighting, the most desirable outlook for the classroom is 
 southeast or east. Next to an eastern exposure, west is preferable ; then north- 
 east, south, southwest and northwest, with north the least desirable. Local 
 conditions as to site, sunlight and prevailing winds, may modify this choice 
 but there should be direct sunlight in every classroom some part of the day. 
 East rooms receive enough sunlight to be sanitary but not so much as to 
 cause eyestrain. The morning sun helps to warm the room and is more 
 welcome than sunlight in the afternoon. However, west exposure for the 
 classroom has two minor but not unimportant advantages, namely, the sun is 
 in the rear of the pupils and in studying geography the compass points of 
 the pupil are the same as the map upon his desk. 
 
 South rooms are more open to the summer winds and better protected from 
 winter storms than north rooms. They are most sanitary and cheerful but 
 unsatisfactory because of unequal distribution of light. North light is most 
 even and least trying on the eyes but north rooms are cold, cheerless and 
 insanitary. If a schoolroom with a north exposure receives sunshine in the 
 afternoon from high windows in the rear, it is to be preferred to a room with 
 a south exposure. 
 
 Lighting. 
 
 Light for writing and drawing should come over the left shoulder from 
 high windows in order that no shadow may be cast by the hand upon the 
 work. Reflected light and cross lights cause eyestrain. It has become the 
 best accepted practice to light classrooms from one side, and nearly all modern 
 classrooms have windows at the left side only of the pupils. 
 
 There are many dark days when it would seem that light from rear 
 windows would be sufficiently diffused to be welcomed even by the teacher 
 facing these windows. There are many warm days when all possible ventilation 
 is desirable. Bilateral lighting will produce cross shadows, hence windows at 
 the left side should be large enough for lighting and rear windows should be 
 
 16 
 
The Ci<ass Room 
 
 used only fof exceptionally dark days, for ventilation and for sunning out 
 rooms. In the south and southwest, especially, these rear windows should be 
 provided for ventilation wherever the plan of the building will permit. 
 
 Opaque shades at rear windows and more transparent ones at side windows 
 can be adjusted to meet the requirements of varying lights. Shades may be 
 fastened at top and bottom of windows, double shades may be provided at 
 meeting rails and arranged to pull up and down,* or a single adjustable shade 
 may be used. 
 
 Window heads should be square for greatest efficiency and as close to the 
 ceiling as practicable. To avoid eyestrain from direct and reflected light,, window 
 stools should be above the heads of pupils when seated. But to get sufficient 
 light with windows on one side only and with a 12-ft. ceiling, 3 ft. 6 ins. will 
 be about as high as the window stools can be placed without it being necessary 
 to extend the windows too far towards the front of the room. Windows should 
 be grouped together as closely as possible to avoid cross lights. Large mullions 
 and transom bars should be avoided. Splayed plaster jambs will help the 
 lighting. 
 
 The area of glass required depends upon orientation, surroundings and 
 climate. Under very favorable conditions the glass surface need not be more 
 than one-sixth of the floor area. For rooms with a northern exposure, or with 
 light partially shut oflf by other buildings and in places where many cloudy days 
 may be expected, a ratio of one to four should be provided, while one-fifth of 
 the floor area may be assumed as a fair standard for lighting of rooms having 
 cast or west exposure and with average climatic conditions. 
 
 Doors. 
 
 There is a difference of opinion as to the proper opening of the door 
 between classroom and corridor. With the intention of emptying the room 
 as quickly as possible, In case of fire, this door Is sometimes made to swing 
 out into the corridor. However, the danger from fire is more iniaglnary than 
 real and if the teacher can control the pupils, allay their fears and march them 
 out in an orderly manner, the danger is reduced to a minimum. This can better 
 be accomplished by having only one corridor door to the classroom and this 
 opening into the room. Such an arrangement with one, or possibly two doors 
 between classroom and cloakroom, gives the teacher the best possible super- 
 vision over the pupils at all times. It follows that doors between corridor 
 and cloakrooms are not desirable. In small buildings the classroom doors 
 may open out, for, even if the pupils get beyond control, there is but little danger 
 of congestion at the exits. 
 
 17 
 
The C1.ASSR00M 
 
 The door between corridor and classroom should be at the front end of 
 the room wherever possible. It should be 3 ft. or 3 ft. 4 ins. wide. For 
 safety and convenience it is desirable to have communicating doors between 
 adjoining classrooms. It seems to be the best practice to have no glass in 
 classroom doors and no transoms. With outside windows in rear of classrooms, 
 no high corridor windows or transoms should be necessary for ventilation; 
 otherwise they may be desirable for ventilation, or they may be necessary for 
 lighting the corridor. 
 
 Wardrobes. 
 
 For grade schools one cloakroom is usually provided for each classroom, 
 the two rooms being connected by one or two doors. For high schools, the 
 two sexes should have separate cloakrooms and the same is true for the 
 older pupils of country schools. 
 
 Wardrobes and cloakrooms are built in many different forms but unless 
 a thoro system of mechanical ventilation is provided, there is probably no 
 better way of taking care of pupils' hats and wraps than in the usual cloakroom 
 at one end of the classroom. It should be 5 ft. or 5 ft. 6 ins. wide, have out- 
 side light and air and be provided with heat and artificial ventilation. The 
 wardrobe should be under the direct supervision of the teacher. For this 
 reason the cloakroom had better be at the teacher's end of the room. 
 
 With perfect mechanical ventilation, the built-in wardrobe, with sliding 
 panels in front, of wood or slate, is economical of space and perhaps as sanitary 
 and satisfactory as the cloakroom. It is placed at the rear or side of the 
 classroom. 
 
 Sometimes the coatroom is partitioned ofif from the front end of the class- 
 room, with no doors between. This has been carefully worked out for the 
 Cleveland schools and has proven efficient and satisfactory for large buildings, 
 but is not to be used except with perfect mechanical ventilation. There is little 
 to be gained by using corridor space with low partitions, for coatrooms, because 
 the corridors must be made correspondingly wider and will be less attractive with 
 such inclosures. 
 
 Lockers in the corridors, even if built mto the walls, do not look well, 
 are insanitary and cause congestion and disorder. If lockers are used they 
 should be heated and ventilated in order to dry and air wet clothing. 
 
 Cloakrooms should be provided with poles or shelves on all walls and 
 with hooks and pins for hats and clothing. Hooks may be placed in two 
 rows, 12 ins. to 18 ins. apart in each row, — giving forty or fifty hooks in a 
 room. A heavy wire shelf may be placed a foot above the floor for overshoes. 
 Such a shelf for hats and lunch baskets could be kept clean more easily than 
 a wood shelf. An umbrella rack should be placed in each cloakroom. A 
 lavatory, near the window, would be a valuable addition to the equipment. 
 
 18 
 
Thh C1.ASSROOM 
 
 Bookcases and Closets. 
 
 A bookcase and a teacher's closet should be provided for each classroom. 
 The closet is especially desirable where there is no teacher's room. The 
 built-in bookcase is more convenient and less in the way than the revolving 
 case or the book cabinet. The Boston standard bookcase is about 5 ft.. 9 ins. 
 long, and 7 ft. high, with cupboard and drawers below, 15 to 20 inches deep. 
 These come up to the line of the bottom of the blackboard. Above are six 
 adjustable shelves inclosed by glass doors. 
 
 Blackboards. 
 
 For blackboards slate is to be universally recommended. It is serviceable, 
 durable and easily cleaned. It comes in standard widths, 3, 3^ and 4 feet 
 high and ^ to ^ inches thick. Prepared slate cement is satisfactory. It 
 costs less than slate but is not as durable. It is applied like ordinary plaster 
 to metal lath with wood backing. Pulp board is cheaper and more easily applied, 
 but will buckle and is not durable. Liquid slating is applied to plaster, wood 
 or pulp board. It requires frequent renewals and is not used except for the 
 cheapest work. Ground glass, painted on the back, makes the best of black- 
 boards, but is too expensive for common use. Painted glass, of some light color 
 as buff or gray-green, and dark crayons, would give a much better color and 
 lighting effect to the room. The most usual color for blackboards is dull 
 black. A slight shade of green is pleasing and is frequently used. 
 
 Blackboards should be placed at the front and rear ends of the classroom 
 and on the side opposite the windows. It should be 4 ft. high and 3 ft. above 
 the floor for end walls. For one-room rural schools it should be 3 5^ ft. high 
 and 28 ins. above the floor for side wall. For graded classrooms the height 
 above the floor at side wall should vary with age of pupils, — 25 inches for 
 grades one and two, 27 inches for three and four, 30 inches for five and six, 
 32 inches for seven and eight and 36 inches for high schools. (Dresslar.) 
 The height of the blackboard may be 30 inches for grades one to four, 36 
 inches for grades five to eight and 42 inches for high schools. The Boston 
 standard height for blackboards is 4 ft. placed 26 to 30 inches above the floor 
 for grades one to four and 32 inches for grades five to eight. 
 
 A tack board of soft wood or cork board, about one foot high, for pictures, 
 should be placed above the blackboard, especially for primary grades. In the 
 Boston classrooms, the rear end of the room, from baseboard to height of top 
 of blackboard is covered with cork carpet attached to soft wood sheathing. 
 Blackboards are used at front and one side only. The remaining wall space 
 to top of blackboards is covered with burlap, painted. 
 
 19 
 
Thk CivAssroom 
 Furniture. 
 
 Notwithstanding the fact that adjustable and movable seats and desks are 
 admittedly the best furniture for classrooms, nearly all schoolhouses are still 
 provided with fixed desks and the majority are without adjustable furniture of 
 any kind. The single fixed desk and seat is used. It is in one piece but of 
 varying sizes and fits the body comfortably. It meets the requirements of 
 the present rigid school discipline. Some educators believe that the methods 
 of the sub-primary (kindergarten), workroom and laboratory are better suited 
 for classroom instruction than our present system derived from the lecture 
 room. The furniture required would be chairs and tables and would have many 
 of the advantages over fixed desks that the movable armchair has. That is, 
 the schoolroom may be quickly cleared for cleaning, for various school exercises 
 and for use by the public. 
 
 The teacher's platform is now seldom provided. It is in the way and 
 is not needed with the classroom of ordinary size. 
 
 Decoration. 
 
 Dull finish and subdued colors should be the keynote for interior decora- 
 tion of the schoolhouse. The classroom, especially, because of the many hours 
 spent within its walls, should be carefully studied for color harmony and light 
 requirements. Surfaces which reflect the light, as varnished furniture and 
 glossy woodwork, will cause eyestrain. Bright colors, as red and orange, weary 
 the eye and fatigue the brain. Blackboards are neither decorative nor cheer- 
 ful and, being on the wall farthest from the windows, they absorb light where 
 it is most needed. 
 
 Exposure and lighting of the schoolroom and color of the furniture, if 
 already in place, will determine the decorative color scheme. For light rooms, 
 gray and gray-green are appropriate; while darker rooms should have warmer 
 colors, as light tan, buff, and light cream for ceilings. The furniture and wood- 
 Work should be simple in design and with dull finish. A brown stain is a 
 suitable finish in north rooms and gray stain in rooms receiving more sunlight. 
 Window shades should transmit light without glare and should harmonize 
 in color with the walls. They should be selected with greatest care both as 
 to color and transparency. Light green, light sage color and light cream color 
 have been recommended. 
 
 In Cleveland the standard finjsh in classrooms is, for desks and chairs, a 
 brownish dull stain; for woodwork, a dark dull finish; for walls, French gray 
 below and creamy gray above ; for ceilings, a color just off white. More color 
 is given north rooms than south rooms. Blackboards are of natural slate color. 
 
 20 
 
PLATL5 
 
Playgr-ouno 
 Apparatus 
 
 Incunld Laddelc 
 
 suoing poue.3 
 horizontal bars 
 flying rings 
 
 TR.AwPE.ZE. 
 CLIMBING POLES 
 FLEXIBLE. LA00EJ2 
 VLKTICAL LADDER 
 LONG SLIDE.. 
 
 6PACE., 43'>«.36' HEIGHT 14' 
 WEIGHT iVOO^COM ABO0T*325. 
 
 " Plan of 
 •'sand bin" 
 
 < 
 
 a. z 
 0< 
 h-(0 
 
 / 
 
 y8«5itO.*M.; ^ 
 
 \ 
 
 2. MO" 
 
 • G" 6AN 
 
 Section thro 
 side. op &in 
 
 Section thro 
 Table. 
 
 Sand bin and Table. . 
 
 These MAY be c3f any de5ire.d size. 
 
 have. ENOUGH BINS TO ALLOW SAND 
 TO DRY AND AIR. AlL LUMBER TO 
 BE DRESSED AND PAINTE-D- 
 
 tAR.TH LtVtL WITH TOP 
 
 The: Jumping Pit 
 
 Size, lo' » so* or. LAe.GE.R.. 
 
 FOR. THE.RUNNINQ JUMP THE. SAND SHOULD 
 BE EVEN WITH SURFACE, OF GROUND 
 AND NO CURB USED. SIZE 8'«Sd OR. LONGER. 
 
 "; •'!vt»»^>^"' '■■■ ■^^^}^"- 
 
 The sand hill 
 
 At LEAST 3' HIGH. 
 FOR J u MPIN Q 
 POLE-VAULTING AND 
 GAMti OF WAR. 
 
 <b DJArt. OR, LAeGER 
 SO" OB. LONGEB . .,|rti 
 
 SAND. 
 
 :«c, 
 
 
 ZA D I AM OR 
 l^rger.■top 
 5'-o"above. ground. ^ 
 
 SAND 
 
 TR.E.e. Trunks 
 
 U5LD A5 SPRING BOAR,DC> 
 BARK REMOVE0.TRUNK5 MADE SMOOTH 
 HEWED OFF ON TOP, AXE-S HORIZONTAL. 
 
 Base Li n e^ 
 
 4IK { 
 
 O- 
 
 Smvice/ 
 
 LIN*. 
 
 : Lji 
 
 .JiV.. 
 
 Diamond 
 
 GRfDlRON 
 
 tNO .Line. 
 
 Basket— Ball 
 
 , ^^' »?• 7 | '5" " 
 
 Scale, 
 
 35 FT. SQUARE. 
 for" Plav 
 ground' 
 
 BAAE. e>Al.L 
 
 For biBUOGRAPHY OF Play see'Sources of 
 
 INFORMATION ON PLAY AMD RECREATION 
 BY HAMMER AND KNlGtlT, N.Y. UuSSELL SAGE 
 
 fouhdation . price lo* 
 Also consult The Playground and 
 Recreation Association of America, No.! 
 MAoisoNftvt.N.V. City. Their worms Play. 
 
 These dimemsiomXare standard for 
 college and prdfe3viomal games 
 School Re.qoiee.me.nts willvacy with 
 a6e.op players. but the diagrams 
 1llustratc.the neex) of large school 
 GROUNDS. If all pupius arc. to be 
 
 PARTICIPANTS AMD KOT ONU30KE.RS 
 MOR.E. THAN ONE. BAU- FltUD MAY 
 BE NECESSARY AND EVERY PART 
 OF THE SCHOOL GROUNDS UStO. 
 
 
 2.6 YA R O Ul NE." 
 
 
 I M GOAU 
 
 5 YDS. 
 
 School Games 
 
 The. 3CHOOLHOUSL 
 
 PLATL I 
 
F0IIM5 Good and Bad ro^ Walks and I2.oad5. 
 
 ■M 
 
 H 
 
 
 A. The 5TBAIGHTWALK, SlMPUt AND OIBtCT, ALWAYS GOOD, BUTMAY DIVIDE. THE 
 5CHC>OL YARD IN AN UNDE51BABLC.WAY OB BE.CO ME. MONOTONOUS IT TOO LONG. 
 
 B. TmE.>iMPLC.CURVL,61VE.5 variety and CMAttM, U5EDTO avoid 0B3TACLL5 AMD T0GIYE.ADE51REX) LAND- 
 SCAPE SETTING . Must not SEOr too small radius. May not be direct ENOOQH fob SCHOOLYAaK). 
 
 C. ThE double CU a VE, MAY OFTEN BEUSEDWITH GOOD EFFECT 
 
 D. May sometimes be used forlongwalks, dutuselessanounoesirable for short distances. 
 E,. Meaningless curve, should be avoided. E.', E." not as bad asE..becau5Lof larger curve. 
 
 but not DESIITABLE EXCEPT rOB PLEASURE PATHS- 
 
 F. I SLANOSAREALWAYS annoying AND WASTEFULOF TIME AND ENERGY. 
 
 G. Small TRIANGLES should usually beavoideo. G' is better than G. 
 
 H. used for drives of large radios and with LOW PLANTING. 
 
 DiVjSIONS OF CURVED WALKS AND DRIVES SHOULD BE TANGENT TO LINES OF MAJM CUBVE(J AN.D KO 
 AND BBANCHES SHOULD BETAKLN rROM OUTSIDE OF CURVE (H AND K) RATHER THAN FROM INSIDEKJ). 
 MOWEVtJB, PRIVATE ROADS FROM MAIN ROADS SHOULD ENTER GROUNDS AT RIGHT ANGLES TO MAIM 
 ROAD (M) INSTEAD OF AN ACUTE. AHGLECH"). L JS TOO NEAR MAIN CROSS ROADS BUT IS LESS 
 DANGEROUS THAN DIRECTLY FBOM ANGLE OF MaiN COAD, O. [BAILEY AND OTHtRsl 
 
 Con STR.UCTION or Walks and I2.oadc>. 
 
 ■nj)i»i)>ix\\y>>i„ 
 
 ■CR.OWN J" TO f-O" 
 
 IMPKOVEO BYWORK.1N6 IN SAND J 
 OR CLAV TO AOEPTM OF S"OR. -4". 
 
 Turf Walk, and Sand-Clay Walk.. 
 
 T^^ ToTVfc &TO. 
 
 ^3"-C>" SUB- base. IFNtE-OtO FOa OaWHAGC 
 
 iSMOO-moFF WITH STONE OUST OR. SAND 
 I OR. FINISH WITH I" OF 5AN0 AMD ASPHALT. 
 
 Macadam and gravel walk. 
 
 r Top -^ IVllN.CR.OWN '/h'toI'-O*. 
 
 ]^-Cr SUB-BASE. IF NE.E.PCO rORDeAlNAOt 
 
 Top:- i par.t ce.ment ii/2,pae.ts sand. 
 Base.- i-.s: 5 concR-ete,. 
 
 Ce.me.nt Walk 
 
 /r-2."TOp OF SCRtEHtO CINDI.R& AMD CLAY 
 >■'« ■ < > . i . i , . ; ) . - - ■ J . , * ■■ .1 I 
 
 > '-jlf- A" pOAa.a E-^*o I M D E B. a .". 1 1 
 
 CINDE.O--CLAY SURFACE. 
 For. running tracks, tcnnis courts and 
 
 UNDER, playground APPARATUS ALSO 
 
 For walks vvfiTH '/t" crown to t'-o". 
 • Proportions of cinders and clay will 
 vary from equal parts to 1:2. cinoejj.s aho clay. 
 
 Whatever the constroction of walks and 
 roads, the. 5u6-gradc should be well com- 
 pacted, of uniform grade ahd cross section , 
 and should have good drainage. 
 
 The Sub-base should be of coarse, materi- 
 als, WELL COMPACTE.D. ThE TOP SHOULD 
 BE CROWNED. THE AMOUNT DEPENDING UPON 
 The. mate-Rial and longitudinal, grade. 
 
 walk.s and drives are expensive and de- 
 tract from the appearance of the. 
 grounds, hence should be no wider. than 
 
 NECESSARY^ A WIDTH OF ABOUT IS" 'WILL BE 
 REQUiaEO FOR EACH PE-R.SON . A WIDTH 
 OF 4*-<o" OR 5'-o" WILL ALLOW TWO PERSONS 
 TO PASS TWO PER.SONS, ALTMO WITH SOME 
 INCONVENIENCE. FoR. FOUR. PERSONS TO 
 V/ALK. ABREAST A WIDTH OF C>*-of' Wiui- 
 BE REQ.OIB.ED FOR ADULTS. 
 
 BoADS FOR SINGLE VEHICLES SHOULD 
 BE- AT LEAST 7-o"wiDE ( BETTER. B*); AND 
 FOR. TWO VEHICLES, is'oR. 141 
 
 For road CONSTRUCTION , see PUBLICATIONS 
 U.S. DEPT. OF AGRICULTURE. AoORESS 
 
 SUPT. OF DOCUMENTS, GOVT PRINTING 
 OFFICE-, WASHINGTON, D. O. 
 TaRMERS bulletin, SSa - macadam ROADS,(5"t} 
 DePT. OF AG'R. BULLETJNS:- 
 
 4gs. earth, 5and-clayan0 gravel roads. (is'l-.) 
 2.49 Portland cement concrete pavements 
 for country roads. ("is*) 
 
 SCHOOL 
 GP,0\JND5 
 
 The. 3CHOOLHOU3H. 
 
 PLATE II. 
 
--*'■ '■■■■■» 
 
 '1' 1 s.^, 
 
 
 
 2 RODS 
 
 BOVA PUAVGBOUNO 
 
 
 
 "n,- 
 
 .^^^." G I R L 3 
 
 PLAVOROUNO 
 
 .W 
 
 ^;: 
 
 Ml^ 
 
 ^ CJ* w? 1^ Q* Qi* Ul ^ Ci^ Q' 'iyJ 
 
 EAST 
 
 5 T R. EL E_ T. 
 
 <?. C tf"«M^ a*eJK 
 
 Plan A - o acb.e.5 
 
 5CHOOLMOU3E.*^ PLATE. X 
 
 This and the. toluowing plans of ochool grounds maV stew too 
 ela50rate. fob, country . schools. the. walks show lines 
 of greate.5t travtl. 50me. will always remain ear.tm paths 
 5ut in most cases the.y should bc of ptrmanent construction, 
 howcveb a part only may be. built each ye.ar until com plltlo . 
 
 a good plan should be. studied out to me.e.t the particular rtquire.- 
 ment5 or e.acm site and the. permanent plantinq made. to conform 
 to this de.sign "even tho e.xtended over several years. 
 Much thought may profitably be. givln to the. school grounds 
 
 BY TE.ACHE.E5 and ALL INTCRE5TLD IN THE. SCHOOL. THE LAYING OUT 
 OF SCHOOL AND HOME. GROUNDS AND THE. MAKING OF PLANTING 
 LISTS WOULD BE A FASCINATING SCHOOL E.XERCI5E,. 
 
 ■ ^S Irl ^ h-^ 
 
 fcS so 75 lOp 
 
 50ALE.: iVlOO' 
 
 SCHOOL GROUNDS 
 PLAN A 
 
 The Schoolhouse 
 
 PLATE in 
 
^T^ . » .H I I A 
 
 Q ^"^ r'i. ^'^ r■-'^ -^^^> -"^ r-^ r'~\ '^■^ ^'~^, 
 _ Uv^ t J) ^■■^ (>a^ C^ W> ^igg' '^ ^ ^^ ."-c^. 
 
 Consult pubucatiom& uNrrED states ©ipartmekt of AGEicuuTuaE: 
 
 GOVERNMENT PRINTING OFFICE. WASMINGTON* O. O. 
 rAaMC.B.5 186 BEAUTIFYING THE. MOME. GROUNDS 
 
 BUL-Ut-TINS aia SCHOOL. GACDCN. 
 
 434 LAV/N 50H.J>- AND LAWNS 
 tACH 5* 750 R.05E.I, FOa TME. HOME 
 
 BtAUTlPYING THE. FARM5TE.*^0 ftV F V-. MUUFOaO 
 
 Z 
 < 
 
 Q. 
 
 p 
 uJ xf 
 O 
 
 3' 
 O 
 
 r 
 
 o "^ 
 O 2 
 
 o I 
 
 tJ uJ 
 
 Q2 a 
 
 o o 
 
 < < 
 
 p Id 
 
 o^T 
 
 5CAUE. I"=!00" 
 
 SCHOOL GROUNDS 
 PLAN B 
 
 The. 5choolhou5E 
 
 PLATE 12 
 
1g "i w j ?j w u iii * ii j ii m^ I ' l t. ^ 
 
 ^ O U T H 
 
 SCHOOL GROUNDS 
 PLAN C 
 
 The School house 
 
 PLATE Y. 
 
rS) Q Q .QQ'QQQQQQ 
 
 
 
 
 X 
 
 
 id uJ 
 
 
 t- t 
 
 
 < < 
 
 
 _J -J 
 
 
 a a 
 
 
 ol _ 
 
 
 .g o 
 
 
 U'^ 
 
 
 o 
 
 
 o 
 
 
 o 
 
 
 r 
 
 in 
 
 uJ 
 
 -1 uJ 
 ^ 
 
 
 X 
 "-> r 
 
 < 
 
 I 1 
 
 lO 
 
 
 
 <n <o 
 
 
 uJ iJ 
 
 
 cj a 
 
 
 o u 
 
 
 4 < 
 
 u 
 
 
 
 H<J -+J 
 
 
 lO - 
 
 Z 
 
 
 
 tO 
 
 < 
 
 Q , 
 
 
 uJ 
 
 -J 
 Cl 
 
 
 
 a 
 
 
 o 
 
 
 
 
 o u 
 
 
 r < 
 
 
 O iJ 
 
 
 to H 
 
 O 
 «0 
 
 SCHOOL GROUNDS 
 PLAN D 
 
 The 5CHOOLHOUSE 
 
 PLATE Hr 
 
r-\ Scale, r- loo' 
 
 SCHOOL GROUNWl 
 PLAN L 
 
 The Sghoolhouse 
 
 PLATE VII 
 
QQQQQ'^Q^Q 
 
 C '^ 
 
 Q)Q> 
 
 
 
 
 ©■ 
 
 
 
 
 a 
 
 
 
 B O Y 5 
 
 '/-■^ 
 
 p 
 
 L 
 
 AY GROUND 
 
 
 2.?> so' 76' lOO' 
 
 5 CALL. r = ioo' 
 
 %^^.'c:^aJi^^ - C2) -• ■ S^J^ 
 
 Q C^ 
 
 ^^ C^ 
 
 T'-Y^ 
 
 Q^ Q Q © Q £^ (^'W 3^© 
 
 vi>s>^ \^ u^ viSJ^ ^^ ^^^ ^^y^ ^^^^ ^"^ ^^^ ^^^ ^^ 
 .School grounds, 5 Acbc.5 • scmoolhouse. 41A . PLATE. XX. 
 
 TlaCHLB.5 home., 5 ACE.E.5. HOME. <o5l. PLATE. XXX. 
 
 5CHOOLGROUND5 
 PLAN F 
 
 The Schoolhouse 
 
 PLATE Vlll 
 
A One: Room 5chool 
 
 buiLDlKG. 
 This la a good mome-likl 
 Building PL^NNE.o fob. mode.b.m 
 
 SCHOOL- WORK. TmE- LIGHTING 
 
 15 FROM ONE- SIDE-. ThE-HIGH 
 
 windows in the. rlae. being 
 usco for. ventilation. 
 Heating is by jacke.te.d stove. 
 WITH connection to outside. 
 
 AIR. AND WITH LARGt. VENTILA- 
 TING FLUE.. THt WOR.Kw 0.OOM 
 IS LARGE. ENOUGH FOR. USE. BY 
 BOTH BOYS AND OtRL5 
 
 The. walls are. of siding 
 over building paper, and 
 
 SHEATHING Tme. ROOF IS COV/E-RLO 
 WITH WOOD OB. SLATE. SUE FACE.D 
 ASPHALT SHINGLES. 
 
 J 
 
 n 
 
 /E-NTriVV 
 
 
 
 
 WORK 
 
 roomV 
 lO" « zd 
 
 
 '"*''^'"* 
 
 □ 
 
 CtaD = 
 
 lORTH OR. 
 SOUTH FRONT. 
 
 Plan 
 
 5" lO 
 
 2.0* 
 
 SO 
 
 SCALE. 
 
 5CH OOL 
 DE.5IGN 1. 
 
 The. 5CHOOLHOU5E.. 
 
e c . €-^. O-KtjJt 
 
 A Onl R.OOM .School Building. 
 
 Or, TO BE, E.)^ACT, A THR.E.E. ROOM, ONE TtACHLB 
 BUILDING. The LlBRAaV 13 LARGL ENOUGH 
 rOCAN OFFICE- AND A STUDY R.OOM FOR. 
 TMEOLDE,R, PUPILS OR IT COULD BiE USED 
 A5 A PUBLIC LIBRARY AND CLUB ROOM 
 SATURDAYS AND LVLN1NQ5. If TO BEU5ED 
 BY THE. PUBLIC IT SHOULD BE. lO OR.li fT. WIDL. 
 THLCt AG.L 40 DL5KS SHOWN IN A ROOM 
 
 23 * 5 1 FT. Educators agr.e.e. that oneteachlc 
 should not have. change of 40 pupils, 
 but it does occur.-, the attendance, 
 may not be. 100% of lnrollme.nt and sgml 
 pupils v/jll use the library and work 
 r.oom without constant supervision. 
 iThlre. is abundant storage, space, 
 for books, supplies and e.q.u1pment. 
 
 The CONSTRUCTION IS FRAME.. STUCCO 
 FINISH 15 SHOWN IN THE DESIGN ALTHO 
 BLVEL SIDING OR. SHINGLES MAY, OF COURSE, 
 BE. USED. The. FOUhlDTlONS SHOULD 
 BE. C>TONE. OR. CONCP.E.TE-. 
 
 P LA N 
 S 
 
 zo' 
 
 LA5T or. Wt-ST 
 Front. 
 
 so* 
 
 5CAUC. 
 
 ,5CHOOL 
 DE51GN 2. 
 
 Th E. 5cH O OLH'O U 5 e. 
 
 Plate: X 
 
' jinju * 
 
 BA5E.MLHT. 
 
 ' Jl/f?7f//f/ f^//r/fii/r**nffnfj 
 
 nasi fLOOR 
 
 EAST OB, 
 WL5T FaOMT. 
 
 A One: Coom 5cmool Building 
 
 All of the. e.q.uipme:nt is on the. Fiasr FLOoa cxclpt meatinq' plant, pump, pr,e.55urel 
 
 TANK.. E.TC. The. furnace: room 15 • aSxryFT. AND MAY BE. U5E.D ALSO FOa A PLAY ROOM/ 
 
 A 5MALLE.R BASLMELNT WOULD DO FOR HEATING PLANT ONLY. OR. TMEL TOILLT5 WITH 
 BATHS MIGHT be: PLACED IN THL BA3E.MC.NT, THUS PROVIDING E.0OM5 lO *• l5 FT. f OR. MANUAL. 
 TRA\NING AND D0ME.3TIC 5C1LNCE. ON FlBST FLOOR'. THCL WORKROOM 5fLlNG USLD A5 A CL-UB 
 BOOM AND LIBRARY. ThL BOILDIHG 15 FRAME.; FIN I5H, STUCCO: FOONDATION, STONE. QR CONOCLTE-. 
 
 3CHOOL 
 DESIGN 5. 
 
 The -5CHOOUHOU5E. 
 
 PLATE XI. 
 
A ONC R.OOM ^GHOOLHOUSE. 
 Thi5 pi_an shows how a work aooM 
 
 AUt) TOIUCT eOOM6 MAY BE. AODCD TO LX" 
 I5TING COUNTB.Y 3CHO0U BUIU01NO&. An 
 ALTLUNATIVE. PLAM 15 TO PLACE. THE. TOILETS IN 
 THE. BA5CME.KT AND U5LTHE- SPACE. ON FIWT 
 FLOOR. rOR. A SCHOOL Oa PUBLIC LI BR.AR.Y 
 AND BOY5 CLUB R,6ort. 
 
 
 
 
 
 
 
 
 
 
 
 i 
 
 "^ 
 
 p 
 
 
 
 
 — 
 
 - 
 
 
 
 ? 
 
 ^^r.^ 1 
 
 ^^1 
 
 HH 
 
 H 
 
 » 
 
 *...-■- -■= 
 
 ■ 1 
 
 rURHACE- AND 
 
 PLAY ROOM 
 
 'ffmim^iium 
 
 NOT EXCAVATU) '', 
 
 luuiniiuLul 
 
 First Flooc 
 
 5" lo 
 
 Z.5 
 
 SCALE. 
 
 NOT tJtCAVATE.0 
 
 '}»ff}}fff>}l>»*>*ni»n**'f'- 
 
 BA5E.MC.NT 
 
 COLOMIAL WORK IS WC.LL ADAPTLD TO SCHOOL 
 HOUSE. DESIGN. ThL PORXiHEi MAY SEELM LX" 
 
 TR.AVAGANT fOR A ONE. ROOM . SCHOOL BOILOm© 
 BUT THE. COST 15 MOT GREAT AND THE. LITTLE. COITRA 
 E.XPEMSE, WILL PROVE. TO BE. A QOOO 1NVE.STME.NT. 
 
 School 
 
 DE.51GN4 
 
 The. J5cHOOLHOusL 
 
 PLATLXll 
 
a »' - - -. .. ■ ■ , . ^r-..i Y ■' 
 
 A OmE. R.OOM 5CHOOLHOU5E. 
 
 With NtMiuv tVE.R.YTHmG tHt tDUc^TOR.^ 
 
 A5K FOa. The. LIGHTIHS is UNILATE.R.^L Wltrt 
 POSSIBLE. VENTILATION FR-OH ALL 510E.S. 
 THt. E)A5E.ME.HT IS HIGH AND WtLL LIGHT tD. 
 
 The. play space, coold be. usco for. manual 
 traininq. as shown it is a playroom. 
 
 flR.5T FL00{2* 
 
 EAST OH. WE.&T raoH" 
 
 AND 5HtLTE.». FOR. EAR UV OOMCRS. 
 The. EXTtRlOB. TeC.A>TME.KT MAY BE.VAB.ltI> 
 raOM THE. STUCCO f IKISH INDICATLD.: 
 5EVEL SlDlKCi WITH 5H1NGLE.0 QABLE.S 
 AND FOUNDATIONS OF FIC.LD STONE. WOULD 
 LOOK. QUITE- A 5 WE.I_L. 
 
 1 
 
 SCH O OL 
 DESIGN 5- 
 
 Thl Jchoolhouse.. 
 
 PLATELXUl. 
 

 "J^ 
 
 £r . o e"«^^_^. (X^jtju 
 
 A TWO ROOM SCHOOLHOUSL 
 WITH LARGE LIBRARY AND CLUB ROOM 
 ON F1R.5T FLOOR.. MANUAL TRAINING, 
 DOMtSTlC SCJENCtL AND TOlLtT ROOMS 
 ARE. IN THE. BASEMENT. THE TWO 
 REAR. VESTIBULES COULD BE OMITTED 
 IN THE SOUTH OR. IF BUILDING FRONTS 
 NORTH. THE BASEMENT IS OP BRICK 
 WITH BEVEL SIDING A.BOVE 
 
 fiAJEMENT 
 
 FlIL^T FLOOIL 
 
 THERt IS LITTLE. WASTE SPACE 
 AND NO CROWDING. THE STAIRS 
 TO BASEMENT AR.E 4-'-0'WIDE. 
 COLONIAL WORK IS NEARLY 
 ALWAYS D1GN1FIE.D AND PLEASING. 
 
 SCHOOL 
 DESIGN 21 
 
 The. Schoolhouse. 
 
 PLATE XIV 
 
■niin I * '..III * 'l%jWl. 
 
 €. C . £a^ . (KkjUJ. 
 
 5asement 
 
 F1R.5T Floor. 
 
 A Two R.OOM SCHOOLHOUSE, 
 Library and Doviestio Science. Room on Fir.sY Floor- 
 Manual TR-AININa and *r01UE.T R.OOMS IN BASEMENT. 
 PUAY R.OOM OR, JSTOR.E. R. O O M IN ATTIC 
 The. POR.CH AND PERGOLA WITH VlNE-S AND .:iHRUBBEB.Y 
 
 GIVE. THE Building an inviting Womelike Appearance.. 
 
 SCH OOL 
 DESIGN ZZ 
 
 T HE 5 C H O O L H O U S E 
 
 PLATE XY 
 
' T i -'' * i ' ':<'r:'' ' ' . '' ''■' " '■ '■ ' -'^—}- 
 
 GLA55 Brv 
 
 7 \ 
 
 D 
 
 CL A 5S R 
 
 I WOCK. R 
 2.o'« 16' 
 
 IM.lffll HALL Wl.UBl 
 
 BaSE-M E.NT. 
 
 A Two UooM School 
 The. LiBRAav and work aoon 
 
 WH1LE.3LCV1NG THL5CHOOLAND 
 
 Boya 
 
 C0AT3 
 
 
 COAT^ 
 
 
 
 
 
 BR.ARY 
 
 First Flooe 
 
 Last or. west 
 
 E.A51L.V OVE-tiSElELN BY THE. TE.ACHE:E5 MAY ALSO BE. USED BY THEL PUBUC WITHOUT FRONT 
 
 INTERFEeiNG WITH THE WOBK OF THL CLA55 ROOMS . ,5EPA RATE, COAT ROOMS 
 ARE. PROVIDED FOR BOYS AND GIRLS. ThE BOYS ARE. SUPPOSED TO USE. 
 THE. OUTSIDE. 5TE.PS TO BA5EMELNT. 
 
 S lO' 2,0 3C( 
 
 Scale. 
 
 5 CH O O L 
 DL5lGHa5 
 
 The. 5CHOOLHOU5E. 
 
 PLATE XVI 
 
n . ] I I . I ** 
 
 ,"^131 COMMUNITV tTTT^ ' 
 
 "^ H A ifL 9^ 
 
 O— T 
 
 1=1 . 
 
 COAT* 
 
 OPE.N PORCH 
 
 E>ASC.ME.NT 
 
 fiasT Flooe. 
 
 A Thr-he. Tlacheir- 3chool Building 
 
 This buildimg has slveral feature.5 which adapt it to 5tR,vE. as the social 
 
 AND INTELLECTUAL MEETING PLACE. FOR. A PR,OQR.ESSIVE. TOWN OR. COUNTR.Y 
 COMMUNITY. The. L1BR.AR.Y AND TEACHERS ROOM AR.E SUITED FOR. SMALL 
 GATHERINQS AND THE LARQE HALL MAY BE USED FOR- COUNTRY LIFE EXHIBITIONS 
 THR.U THE CMANQINQ SEASONS AND FOR. EDUCATIONAL ENTER-TAINMENTS- 
 All THE PUPILS MAY BE BROUqHT TOQETHER. MERE AT ANY TIME FOR. SCHOOL 
 EXER,CISES. THE FR.ONT POR.CH IS PLANNED FOR. OPEN AlPL GATHEC1NQ5 
 
 ON NATIONAL. HOLIDAYS AND SUMMER. EVENINGS. THE R.AILINQ IS R.EMOVABLE 
 SO THAT IT MAY BE USED FOB. A DRJLL PLATFOR-M AND STAGE, AS WELL AS FOR A 
 SPEAKERS PLATrOH,M AND BAND STAND. 5UCH A BUILDING IS NOT AN EXTRAVAGANCE.. 
 
 5CHOOL 
 
 DESlGNSlAv 
 
 The 5 c h o o l h o u 5 e 
 
 PLATE XVII 
 
,i f ,i,. i , ; i,^i f i f If . 1. ,'i iii 
 
 ■ ' I , ' I ■ I ' ' c ■ ' 
 
 5A5LMCNT 
 
 PiR^T Floor,. 
 
 A Threle: R.OOM 5choolmou5E- 
 
 In A.DDmON TKER.E. «S AN OFFICE. AND A L1BR.AR.Y OR. A FOURTH CLASS 
 R.OOM MAY BE. MAD INSTE-AD- hAANUAL TR-AI N t NG, DOME.STIC SCIE-NCE, 
 AND TOILET ROOMS AR.E, PL.ACELO IN THE. E>A5E.MCNT. THE. BUILDING 15 
 or BR.ICK., aTUCCOE.0, BASE.ME.NT, OF CONCR-E-TEL, ^^OOF OF VyOOD, ASPHALT, 
 OR. A5 0E.ST05 SHINGLES, WITH TIN OE.CK. THCet 15 LITTLE. WASTE, R.OOM 
 AND THE. E,XTC.R,JOR, 15 NOT C.XPE.N SI V E.. TH15 PLAN WITH HIP R.OOF,WIDE. 
 EAVE.5 AND STUCCO PIN<5M I& WE,LL ADAPT CO TO THE. USE. OF TILE. FOR, E,XTE,R.l OR. WALLS. 
 
 SCHOOL 
 DE51GN5a 
 
 THL 5CHOOLHOUSE 
 
 PLATLXVUI 
 
BASEMtNT 1=1 
 
 & lo to so 
 
 SCALE. 
 
 East or. 
 
 V/t5T FH,ONT. 
 
 FiasT Floor. 
 
 .A THCELE. R.OOM 5WCK 5CHOOLKOU5E. . 
 
 Oca four. StOOM bUlLDING WITHOUT U&RARV AND DOMUTIC 5CIC1NCE. ROOM. 
 A TEACHERS R.OOM OR A SMALL SCHOOL LIBRARY MIGHT BE PLACED OPPOSITE THE FROKI 
 ENTRANCE WITH THE rOUtt. CLASS ROOM PLAN. A SECOND STORY MAY BE. ADDED 
 LATCR,, MAKINO AN EIGHT R.OOM BUILDING WITH LIBR.KR.Y AND. TEACHERS RXJOM 
 ON SECOND FLOOR. AS PLANNED THE OFFICE OR TEACHERS ROOM. MAY BE USED 
 FORALUNCH ROOM AND THE UBRACV FOB. A CLUB ROOM. THE TWO SIDE ENTRANCES HELP 
 iN THEOR0E.RLY MANAGEMENT OF THfe. SCHOOL AND GIVE THE, BOVS AND 
 GIR.LS SCPAaATE AX.CEdS TO THE. . .BASCHENT. 
 
 • , ,1 
 
 SCHOOL 
 DESIGN 55 
 
 The 5CHOOLHOU3E, 
 
 PLATE XIX 
 
ClAy<~ijJ:i.<J~ 
 
 A SCHOOLHOUSE. WITH FOUR. 
 
 CL^SS BOOMS AND ASSEMBLY HALL 
 
 These rooms arl all on one floor. 
 
 WITH PRINCIPAL.'*) ANDTEACHER.S ROOMS 
 MAKING A COMPACT PLAN LEADING TO 
 EFFICiENT WdR-K. FOR. ALL OF THE 
 USUAL NEEDS OF THE SCHOOL. 
 
 The BA3tME.NT IS EASILY REACHED 
 FROM THE FIRST FLOOR AND FROM 
 THE PLAYGROUND- 
 
 MANUAL 
 TRAINING 
 
 R-OOM 
 
 ,«25 O I , 
 
 111"' ^. boil: 
 
 LEC. RW. 
 
 DOMESTIC 
 
 H SCIENCE 
 3Z».ZS' 
 
 NOT EXCAVATED 
 
 NOT E-XOAVATE-O 
 
 5ASEME.NT 
 
 tMF 
 
 5 10 ao 30 40 
 r T— I T - — I I 
 
 5CALE- 
 
 flCST FLOOIi. 
 
 EAST OR. WE6T 
 FRONT 
 
 iN THE SECOND STORV WHICH 15 A 
 HIGH ATTIC. ARE A LARGE LIBRARY 
 AND CLUB ROOM. LlTHER OR BOTH 
 OF THESE MAY BE USED FOR RECITATION 
 ROOMS IF DESIRED. 
 
 The BUILDING 15 OF FRAME CONSTRUCTJON 
 
 Finished outside na/ith stucco. 
 It may BL made very attractive. 
 
 V/ITH PROPER PLAlsITlh4G. 
 
 SCHOOL 
 DE51GN 41^ 
 
 The 5CHOOLHOUSE 
 
 PLATE XX 
 
^ 
 
 Basement 
 
 aCALE. 
 
 First floor. 
 
 EAST OR. WEST 
 FR.ONT. 
 
 A Building with Four. Cla53r.oom3. 
 
 There, is not much UNNtctssAitv expense in the consttiuction or 
 This building and all or the actual needs of the school are 
 PROVIDED roa . The LiftHARY and teachers rooms are expected 
 
 TO serve as club ROOMS TOR BOYS AND GIRLS AS WELL A3 AN 
 OCCASIONAL MEETING PLACE FOR THE PARENTS AND THOSE INTERESTED IN 
 THE SCHOOL. The STAIRWAYS ARE CENTRALLY LOCATED BUT NOT 
 
 IN THE WAY AND ARE NOT EXPENSIVE. THE ENTRANCE HALLS ARE 
 WIDE AND WELL LIOHTEO BY HIOH TRANSOMS AND GLASS DOORS. 
 
 5CHOOL 
 DESIGN 4£ 
 
 The. 5CHOOLHOU5L 
 
 PLATLXyi. 
 

 <f . c. Cjt^u cu,tJ:j. 
 
 -cr;- 
 
 FiasT FLOOR. 
 
 FOR. NORTH OR. 
 
 A FOUC f^OOM 5CHOOL 5®^"^" ^^°*^'^' 
 
 For THt ORDINARY NEE.05 OF TMt SOMOOL TME.RL 15 SOME. LXTRAVA- 
 OANCL IN Thia PLAN. TmL LIBRARV 15 tXPtCTLD TO 5ERVt THE. WHOLt COM- 
 MUNITY. If not 50 R.E.Q.UIRE4> it may be. U5E.0 A6 A PIPTH CUA93 ROOM 
 FOR 25 t>OPlLa OR FOR. 5PE.CIAi. STUOlid AS MUMC AND DRAWING. THE 
 PRiNCIPALS OR TtACHE.(l5 ROOM MAY DE. UdCD Ad A SCHOOU LIBRARY. 
 
 Tnt CLASS ROOM VtHTILATlON IN CONN E.CTION WITH OOAT CABINETS SUPPOd&» 
 A FAN SYSTE.M OF AIR CONTROL.. Tme. BUILQINd WOULD LOOK WELL WITH 
 
 VINES ANO LOW SHRUBBERY PARTLY COVERING THE END CABLED ANO 
 ENTRANCE. PORTICO. CLASS ROOM WINDOWS SHOULD NOT BL BttADtd 
 
 SCHOOL 
 DESIGN 45 
 
 THL 5CHOOLHOU3L 
 
 PLATILXXIL, 
 
• • • • •>-•. •». • « 
 
 CUA S* 
 
 R-oom 
 
 I Ml ■> !■■■ ■ ■ ^■=^=^'= 
 2 CI.A83 □ p pi CUASJ 
 J ROOM < J R.oon 
 
 ^L-Xll^- 
 
 ce.ntr.al Hall 
 
 "Pd 
 
 FII2.5T FLOOR. 
 
 r 
 
 I 
 
 V 
 
 MICH &CHOOI- 
 CEILING UT. OVKJO, 
 
 4 :: ■ l r . 4j 
 
 5E.C0ND FLOOR., 
 
 A bUlLOiNG WITH FIVE. CLASS R.0OM5 AND ASSEMBLY HALL- 
 
 ThIS BUIL.D1N(J may have, a GatATEB. FUTOR.C OR. REMAIN AS HERE SHOWN . 
 BY AOOINQ A SE.COND STORY TO THE. TWO SIDE. WINGS IT MAY BE MADE. INTO 
 A NINE. ROOM BUILDING V/ITM A2>aE.M8LV HALL.. 1t WILL LOOK WELL 
 EITHER WAY. TmC. LARGE. CENTRAL HALL ON THE. FIRST TLOOR^IS A 
 
 DESIRABLE FEATURE. 1t IS LIGHTED BY HIGH WINDOWS AND TRANSOMS, 
 
 amd may be u5e.o as a pictore gallery or for exhibitions in 
 connection with speciau meetings in the a55e.mbly hall. 
 
 Rooms for principal and teacmers ab.e provided on first floor, 
 lookca amd toilet rooms on second floor and usual booms in basement. 
 
 5CHOOL 
 DLSIGNSI'^ 
 
 The 5CHOOLHOU5EL 
 
 PLATLXXIU. 
 
STAIRS ro»v 
 
 BOYS AND 
 JAKITOB. 
 
 *t=5* First Floor 
 
 »5e.cond fLooa 
 
 A HIGH 5CHOOL BUILDING WITH 51X CLA55 ROOMS- 
 This plan 15 of the. ROTAav type, with light paoM the. ue.pt of the. pupils and with hish 
 
 WINDOWS in the: rear op C.ACH ROOM FOR VCNTILATIOM AND SUNLIGHT FOR NORTH BOOM5. ThlRL IS A 
 MINIMUM OF HALL SPACE. BUT ENOUGH FOR SCHOOL WORK . 3uFFlClE.NT STAlRWAVS ADD TO THL 
 SAFETY AND ORDtR OF THE SCHOOL. . 1f A LIBRARY AND UABORATORY ARE. NEEOEO FOR THEHI^H 
 
 SCHOOL ONE OF THE CLASS ROOMS MAY BE. USED FOXl THIS PURPOSE., THEBUILOINS 
 
 MAY BE REMODELED. INTO AN EIGHT R.OOH GRADE SCHOOL WHEN THE NEW HIGH SCHOOL IS BUILT. 
 
 5CH OOL 
 DESIGN 6IA 
 
 Tme. 5choolhou5e: 
 
 PL Alt XX lY 
 
f IB5T TlOOD. 
 
 E.A5T 
 oa WL5T 
 rCONT 
 
 5 EICON D TlOOB. 
 
 AGbadl ochool of Light Cla55 Booms. 
 
 Tmv5 building la or the. city school, type., but is just At> wclu 
 
 A0APTE.O TO ANY COMHUNITY RC.QUIC.ING A TWO STOR.^ SCHOOL OUtLOlNG. 
 GOTHIC ARCHITC:CTUR.C. HAS COMC. TO BE- eCGAROE-O A5 E-SPtClALLY APPRO- 
 PRIATE, FOa LACGE. SCHOOL HOUSE.5. 
 
 iNOlRtCT STU-AM .H ELATING SHOULD BE. U3IL0 WITH FAN VENTILATION. ThC WALL5 
 fOR MX OF THE. COAT BOOHS ARE. 7-fe" HIGH WITH BURLAP PANCLi ON CORRIDOR 54DE, 
 AND WITH MOUL0E.0 CORNICE.. JhC CASC-S IN PASSAGE- TO TEACHERS ROOM 
 
 ARC roa SUPPU|E.S ANO school, books. In the. BASE.ME.NT AK.E. WORK. 
 
 aOOHS FOB. BOYS AND GIRLS, BOIUCC. AND FOCL. R.OOMS AND TOILE.T ROOMS. 
 
 School 
 Design 8>i 
 
 li: 
 
 The. ^choolhou5l 
 
 Plate. XXV. 
 

 
 A Four R,oom tloME-. 
 
 This i5 a convlnilht Foua aooM 
 HOUSE-. The. pokche.5 make. 
 
 IT A DESIRABLE. HOME. FOa THOSE. 
 WHO LIKE. LIFE. OUT OF DOOR,5 
 
 With the. rear, porch it is, l^4 
 fact, a six r.oom mouse f r.o m 
 April to Octobe-R. The. R-oohs 
 are all of good size and 
 there are- more than the 05ual 
 number, of glose.t5. 
 
 i5 
 
 SCA.l.t. 'jib - to" 
 
 P L A M 
 
 Rlsidlnce. 
 de:sign40i 
 
 The. ^choolhousl. 
 
 PLATElXXyi 
 
n<!>, 
 
 
 A Thrle. R.OOM Home. 
 
 The. living room and dining 
 room are. shown a5 one. large. 
 
 ROOM THI5GIVE.5 THE. trfLCT OF 
 A LARGE. LIVINQ ROOM 30 MUCH Dt- 
 SIBELO IN HIGH COST H0ME.5. HOWLVLR. 
 A PARTITION WITH CA5L0 OPENING 
 AND P0RT1E.R.E.5 MAY BL U5LD TO 
 DIVIDE THIS ROOM INTO TV/0 3C.P 
 'ARATE. B.OOM5. 
 
 The. R.E.AB. PORCH ADDS A 
 5EC0ND BCD ROOM AND A DIN- 
 ING ROOM IN THE SUMMER, oa. 
 IT KAY BEL U3ED ALM05T THE 
 ENTIRE. YEIAR BY INCLOSING 
 WITH STOR.M SASH. ThE. BATH 
 R-OOM MAS A LAB.GE VENTILATOR 
 WITH GLASS TOP. 
 
 i(2,-0" 
 
 rK 
 
 ■11 1 I l =M 
 
 KlTCHtN UJ SLtEPIMS 
 POQ.&H VJ POBCH 
 
 LIVING ROOM AND 
 
 DINING ROOM 
 
 2.5' * l5 
 
 lA 
 
 P p R. C H 
 
 Plan 
 
 3' lo IS" lo" 
 
 3cA.UK. 'ltd' - f-o" 
 
 RE.51DE.NCL 
 DE.51GN501 
 
 The 3cM0. OLHOU.3E 
 
rgPiiliiiPipiiw 
 
 
 ftg'-y 
 
 ^ 
 
 
 A five Room Home. 
 
 This HOU5L id of rriE bun- 
 galow TYPE., PLANNE.D TOO. 
 COMFORT AND SERVICE.. IF THE. 
 fRONT PORCH 13 SCREILNILD AND 
 
 the double front d00r.5 to 
 the living room are left 
 open in the, summer. , the poech, 
 living room and dining room 
 become much the same as one 
 •large living room. 
 
 The oases and cupboards in 
 the kitcmek take the place of 
 A PANTRV. There is space 
 
 IN THE MTCHEN FOR A TABLE AND 
 
 kitchen cabinet. 
 
 The foundations are concrete 
 or brick piers and the siding 
 extends down to grade- 
 
 3c^\^e. 7ife »lo" 
 
^i^;^;,.. 
 
 A FlVL I200M HOMEL- 
 
 THE."5TOa.Y AND ONE-HALF" 
 HOU5L IS PROBABLY THE. 
 MOST ECONOMICAL. Of ANY TO 
 bUlUO. THlt> PLAN PROVIDES 
 
 A VERY GOOD LIVING aOOM 
 AND A CONVLNIELNT DINING 
 ROOM AND MTCHE.N. ThE. 
 5A5E.ME.NT 15 30 NELAB. THAT 
 FEIW 5T0RE.5.0NLV, NE.CD BL 
 KE.PT IN THE. CUPBOARDS. 
 
 The. BCD DOOMS ARE. 
 EASILY RE.ACHE.D FROM BOTK 
 LIVING ROOM AND K.ITCHE.N. 
 THEY ARE. UARGE. AND WE-LL 
 UIGHTED AND VENTILATED. 
 
 The LOUVER5 in the gables 
 
 KEEP THE ATTIC 5PACE, 
 COOL- i.NSOMMEa. 
 
 imi 
 
 5LCOND- FLOOD- 
 
 S' 10' 
 
 •F1R.5T FLOOQ 
 15' zjy 25' 
 
 5CALEL 
 
 REISIDLNCEL 
 DEISIGK 55! 
 
 The 5CHOOLHOU5L 
 
 PLATE. XXIX 
 

 ^ii^W^^^ 
 
 i'llJ 
 
 
 .'".••VihSi"' lll'llli. - 
 
 DINING RHL 
 
 PORCH 
 
 ,5eigono Floor 
 
 TieST fLOOC 
 
 A 5rx l^ooM Home: 
 
 The. squARE. house, with hip roof orFLto 
 
 rtW OBSTACWLS TOTMC BUILDE.B.. Tf1E.B.L 15 
 NEARLY E.VEB.V CONVtNIENCE. IN THIS PLAN 
 THE. CE.KTR.AI- HAUL. I& NOT MUCH LARGER 
 
 THAN >S C.EQ.UIR.ED TOR AVWTIBOLE AND IT 
 GlVCb ACjCC.65 to ALLTHL rooms . CXjTSIDt, THE 
 SECOND 5TORV COULD VERY WELL BE. n NI5MED 
 WITH SHlNQlXt) INSTEAD OF STUCCO. 
 
 RLSIDELNCL 
 DLSIGNC>51 
 
 The. ^choouhou^e: 
 
 PLATLXXX 
 
THIS BOOK IS DUE ON THE LAST DATE 
 STAMPED BELOW 
 
 AN INITIAL FINE OF 25 CENTS 
 
 WILL BE ASSESSED FOR FAILURE TO RETTURN 
 THIS BOOK ON THE DATE DUE. THE PENALTY 
 WILL INCREASE TO 50 CENTS ON THE FOURTH 
 DAY AND TO $1.00 ON THE SEVENTH DAY 
 OVERDUE. 
 
 ^ce-a^ 
 
 -l^'ML 
 
 4OV >•' v/ "? Ul 
 
 4 
 
 '^ VS 
 
 Ji.;':.. / 
 
 ^^"Amk- 
 
 
 HAY.6 m>8PM 
 
 JUN ] ,993 
 
 ^'€^izl^ b L 
 
 frfe-4-S-4^t 
 
 CIRCULATION DE^T 
 
 LD 21-100w-8,'34 
 
416842 
 
 U.C.BERKELEY LIBRA 
 
 C0M5SSDSS' 
 
 UNIVERSITY OF CAUFORNIA LIBRARY