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Cornell University Library
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SCHOOL ARCHITECTURE
KENTUCKY
VOLUME 10 NO. 2
BY
J. VIRGIL CHAPMAN
STATE SUPERVISOR RURAL SCHOOLS
AND
Mes. V. O. GILBERT
Published by
KENTUCKY DEPARTMENT OF EDUCATION
; V. O. Ginperr,
Superintendent Public Instruction,
Frankfort
‘U0 SUlxe'T
‘AMOQLNEM WO ALISUMAINN MOATA WAD-S.CuIE
FOREWORD.
Under the direction of Section 4395, Kentucky Statutes,
Section 37, Common School Law, I have planned and had pre-
pared this bulletin, SCHOOL ARCHITECTURE.
Recognizing the great need for up-to-date information along
the line of School Building and Sanitation, we have spared no
labor in plan or execution, to give to the people of Kentucky
the very best and latest information in School Architecture and
Equipment.
Heretofore much money and time have been wasted in Ken-
- tucky for the lack of information and direction in the building
and equipment of our schoolhouses, but the time and money are
very small considerations when compared to the physical and
moral effect upon the students of improperly constructed, heated,
ventilated and lighted school rooms.
With confidence that this bulletin will be the means of cor-
recting these evils, I cheerfully submit it to the careful consid-
eration of every one interested in the childhood of Kentucky.
V. O. GILBERT,
State Superintendent Public Instruction.
‘UddIH) SUITMOG
‘IVIVYON ALVIS AMONINAM NHALSUM DONIGTING NOLLVULSININGY
ACKNOWLEDGMENTS.
Recognizing the importance of higher standards of architecture,
and believing an awakened public conscience is going to demand bet-
ter school buildings in Kentucky, the State Department of Education
has anticipated this demand, and has attempted to prepare a handbook
serviceable to those who desire to construct adequate school buildings.
In the performance of this task, undertaken upon the suggestion of
State Superintendent V. O. Gilbert, his own zeal and earnestness, the
loyalty of a thousand former students, and the fidelity of many faithful
co-workers, during the past score of years, have been a constant in-
spiration.
This little volume—far from perfection—has been edited and com-
piled with the assistance of specialists, architects and eminent educa-
tors throughout the country. To them is hereby offered grateful
acknowledgment of appreciation for valuable services rendered.
First—Special indebtedness is acknowledged to Dr. F. C. Button,
State Agent Rural Schools, for untiring labors in the preparation and
arrangement of matter, in proof-reading, etc. :
Second—To specialists whose names are appended to articles pre-
pared by them for this publication. .
Third—To architects of Kentucky, Ohio, Indiana, Missouri, Wis-
consin and Minnesota, for excellent up-to-date plans, which bear the
names of their authors.
Fourth—To Superintendent O. L. Reid, of Louisville, and Stude-
baker Co., of South Bend, Ind., for electrotypes;Supt. Brainerd Hooker,
of Lafayette, Ind. for views; Mr. S. A. Challman, and Shurick &
Hansen, of Minnesota, for the use of illustrations and the articles
descriptive of plans.
Fifth—To numerous State Superintendents and State Supervisors
for helpful literature and other valuable material, and especially to
Hon. Francis G. Blair, of Illinois, and Wm. F. Feagin, of Alabama, for
detailed plans and specifications of small buildings.
Sixth—To Dr. F. B. Dresslar, Special Agent, and to Hon. P. P.
Claxton, U. S. Commissioner of Education, for material taken from
their publications, and to Mr. Wm. Geo. Bruce, of Milwaukee, for
valuable suggestions.
Seventh—To all others who may have contributed in some way
to the success of this venture, and whose names may have been unin-
tentionally omitted from the above list. To one and all an expression
of profound gratitude is intended.
J. V. C.
J. E.G.
STATE NORMAL,
EASTERN
Richmond, Ky.
ADMINISTRATION BUILDING,
INTRODUCTION.
The historian of the future will doubtless record it as a
marvel of the age that intelligent, moral, patriotic citizens
suffered their children to spend six hours a day in the anti-
quated, insanitary, weather-beaten shacks that are alleged to
provide shelter for the ‘‘deestrick’’ school.
In the early history of the country, especially among the
Puritans, educational pioneers who established schools that
their offspring might learn to read the Bible, the teacher and
preacher was one individual. The church and the school there-
fore sustained a very close relationship, which was reflected
even in the striking similarity of ‘‘architectural style.’’
Later, when public schools were established, this rec-
tangular cracker-box type of building was, without reason
or forethought, unanimously adopted by primitive rural com-
munities. To be extremely liberal, perhaps we should say that
it served its day and generation.
But this is a new age, and the ‘‘prevailing type’’ has
prevailed too long already. While the modern farmer has im-
proved nearly all other conditions, he has made too little
progress in school building. He has better residences, better
roads, better vehicles, better out-houses, better machinery,
and more scientific methods of farming and stock-raising; but
he has, in most instances, failed to make better provision for
his children. During the past quarter of a century, the wealth
of the farmers has increased more than that of any other in-
dustrial class; yet too little of this has found its way into
the rural school.
‘Honor where honor is due.’? With the dawn of a new
day in the South, and with Kentucky imbued with the spirit
of progress, rapid strides are being made in the improvement
of rural life. As a vital factor in this increased efficiency, the
school plant itself is recognized more than ever before. Hun-
dreds of districts should and will build new houses in the near
future; and hundreds of others can transform present objects
of disgrace and desolation into structures of grace and inspi-
ration. Intelligent men and women throughout the State are
awake, as never before, to the importance of an attractive,
sanitary, well-situated, well-constructed, well-lighted building,
with well-planned grounds and school garden, trees, shrubs,
flowers, and homelike appearance, as an ethical and moral
influence. It is dawning upon us likewise that the school prop-
erty is an index to the enterprise and culture of any com-
munity—rural or urban. An eminent authority, who has re-
cently supervised the investment of millions of dollars in
school buildings, says, ‘‘A good school is the best advertise-
ment, the best asset and the best dividend-paying property in
any community.”’
It is interesting to walk along a street or drive along a
country road and study the various kinds of buildings. Here
one man has spent ten thousand dollars, and often more, to
build an ill-shaped, inconvenient, and unattractive house; and
there his neighbor has spent a fourth or perhaps only a tenth
as much to make a real home—neat, trim and tasty, symmetri-
eal, conveniently arranged, inviting, restful to the eye, and
genuinely homelike. The same unwise expenditure of money
is often seen in public buildings.
It is the purpose of this bulletin to prevent such ill-
advised use of public funds, to render a much-needed service
to those who contemplate building or repairing, and to fur-
nish some inspiration to students, teachers, patrons and trus-
tees to build more wisely in the future than we have in. the
past. It is our earnest desire not only to offer helpful sug-
gestions, but to arouse public sentiment, to create higher ideals,
to smite the public conscience and to strengthen the public
will.
In offering this booklet to the public school authorities
throughout the State, we insist upon a higher type of build-
ings and grounds as an absolute pre-requisite for a vitalized,
adequate and efficient modern school system.
SCHOOL ARCHITECTURE
THE ARCHITECT.
One of the first and most important things in the con-
struction of a school is the employment of an architect.
The architect is regarded by some people as an almost use-
less expense. There must be some reason why this profession
should be so little understood. Architecture is in its
nature a peculiar profession, a combination of art, science and
business. The aim of all good architects from earliest anti-'
quity has been to build permanently and to build nobly.
Civilization has no exponent more sensitive than archi-
tecture, for it is an art not only absolutely indispensable, but
one which adapts itself practically and aesthetically to the con-
ditions of things among which it grows. .
The charges of all reputable architects are practically the
same. It is poor economy to employ a man who does not know his
business, because his price is less. To any community expecting
to build a schoolhouse, we recommend the employment of a com-
petent architect.
SITE.
As about twenty million boys and girls walk daily into
American schools which cost two million dollars a school-day,
it is at least of vital economic importance that the school-
houses be accessible to the greatest number possible. Too
often petty politics interferes in the selection of a location,
or some wealthy and influential citizen, who could easily con-
vey his only son in carriage or automobile five or six miles
every morning, has the schoolhouse built in sight of his door.
Then some poorer residents are required to walk two or three
miles, or perhaps worse—stay at home. Then, the illiteracy
statisticians find employment.
It cannot be stated as a general proposition that the school
10 Kentucky ScHoot ARCHITECTURE.
should be situated at the geographical center of the district.
Because of mountains, streams and other barriers, and because
of certain transportation facilities, this central location might
be manifestly unjust. However, other conditions being equal,
the center of population seems to be consistent with the spirit
of ‘‘exact justice to all.’’
Other matters equally important are healthfulness of lo-
cation, drainage, sanitation, and freedom from noise, such as
mills, factories, railroads, ete. No school building should ever
be placed near a railroad, interurban or street car line, or other
public thoroughfare. Much care and unselfish devotion to
the public welfare should be exercised in the selection of a
site, upon which so much depends. As the twentieth century
school must eventually be a community center, as indicated by
a nation-wide movement, care should be taken to select a site
most conducive to the usefulness of this department of com-
munity life. To meet the growing demand for public play-
grounds, as well as for school gardens, sufficient ground
should be obtained for these purposes.
Last, but not least, the site should be chosen with a view to
beauty and attractiveness of surroundings and should be a
fit setting for a house of architectural design. All in all, this
should present a picture to command the respect of the elders
and to inspire love in the hearts of children.
WATER SUPPLY.
B. P. Curry, M. D.,
State Sanitary Engineer and Chemist.
One of the most neglected features of school planning and
building has been that of a safe and convenient supply of
drinking water. The water nearest at hand is not always the
safest to use. Careful, accurate tests of many sources of drink-
ing supplies in Kentucky—springs, cisterns and wells—by the
State Board of Health have conclusively shown that the great
majority of them are polluted and unfit for human consump-
tion. Although flies and soiled hands play a great part in the
spread of diseases, most of our typhoid fever, dysentery, sum-
KENTUCKY ScHOOL ARCHITECTURE. 11
mer complaint, diarrhea and other bowel diseases come from an
infected water supply.
The evidence of infection in water that is looked for by
all laboratories is colon bacillus, a germ that exists only in
the intestines of man and other warm-blooded animals or in
their excreta. If colon bacillus is found in water, it means
that the body discharges, from bowel or kidneys, are in some
manner gaining access to it. It is true that colon bacillus, the
bowel or sewage germ, does not often cause disease by itself.
It is the company it keeps that makes it dangerous. We know
that from the human bowel alone can come the germ or seed
of the above mentioned diseases, and we can contract them only
by eating or drinking the discharges from the body of a
person who has had such diseases. If we always eat clean
food, drink clean water and milk, and keep other filthy things
out of our mouth we are in no danger from these diseases.
It does very little good to search for typhoid germs in
water. They may be present today and cause many people
to become sick, but it takes two weeks for the disease to de-
velop in a person, and by that time all traces of typhoid germs
may have disappeared from the water. Later the germs may
get into the water again and cause still more sickness. How-
ever, if typhoid germs can get into water you will always
find colon bacillus there too, and especially after rainfall
they will be very plentiful. If repeated examinations of the
water supply, both in rainy and in dry weather, show no colon
bacillus present, you may be assured you have a clean, safe
supply. If, however, colon bacillus be found, even though
they may at that time be from a healthy person or an animal,
it will be only a question of time until dangerous disease
seed will enter the water by the same route, and sickness will
result from its use.
How does pollution enter a well, cistern or spring? In
many ways, some of which are mentioned here. The most com-
mon method of pollution is found in connection with dug
wells. These are usually shallow and the water they contain
is that which seeps through the nearby ground. If there be
any filth upon the ground through which the water comes, it
12 Kentucky Scuoo, ARCHITECTURE.
may be carried directly into the well. Privies, domestie ani-
mals, chicken houses or the chickens themselves should not be
allowed within at least 200 feet of a dug well. Most dug wells
the writer has seen have board tops; and these are often
poorly fitted and rotten, with wide open cracks allowing filth
to enter in this way. Especially does this occur when water
runs over the dirty feet of those who stand upon the platform.
An open well from which the water is drawn by a bucket and
rope is highly dangerous, not only because of the deliberate
pollution that may be produced, but because soiled hands
handling the bucket and rope may cause serious infection to
enter the well. Of course, a dug well should never be placed
in a low spot so that surface water can drain directly into it.
A properly protected dug well in a sandy soil can be made
perfectly safe, as a rule. In a limestone country, where the
water is taken from limestone strata, it is almost impossible
to guarantee that the water will continuously remain good and
safe to be used. Limestone is not porous and water does not
pass through it as it does through sandstone. If water is
found in a limestone strata it is evidence that a crevice in the
rock has been struck and these erevices extend in every di-
rection and usually communicate with the surface of the
ground through sink holes at some distance from the well.
Merely protecting such a well at the surface could not be
relied upon to shut out the pollution; and people living in a
limestone district should depend upon properly constructed
cisterns for their water supply. A dug well should be walled
with hard brick or rock laid in good concrete cement, and the
inside of the wall faced with rich cement. The wall should
extend down to the water-bearing strata, the top of the well
should extend up a foot or more above the natural level of
the ground, and well-puddled clay should be heaped up around
it so as to cause all surface water to drain away from the
mouth of the well. The well should be protected by a con-
crete top and a good pump installed as shown in figure.
t
La
18
KENTUCKY SCHOOL ARCHITECTURE.
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wWOY YO NING
HLIM 173M
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14 Kentucky ScHoot ARCHITECTURE.
Bored wells should have a continuous steel casing extend-
ing from the water-bearing rock up to about 12 inches above
the ground. They, too, should be protected at the surface with
a concrete platform and a pump, as shown in figure. It is not
the depth of a well that protects it, but rather the kind of
protection it has between the water-bearing strata and the sur-
face of the ground. Even very deep wells in a limestone
country may be seriously contaminated, since the open strata
of limestone through which the water flows may be compared
to a natural sewer system draining the surface of the ground.
Figure shows the method of protecting a well or cistern
at the surface of the ground. Note that the upper part of the
wall is arched, the brick being laid in cement mortar so that
there is no chance for surface water to enter through any
crevice. The dirt is banked up about the top of the well and
covered with grass or gravel to prevent washing. The cement
cover is strong and well drained, the pump itself being tightly
bolted to a small elevated portion of concrete in the center.
There is no chance for rinsings from the boys’ soiled feet to
re-enter the well or cistern by seeping under the pump.
A cistern is usually the safest source of water supply for
the home or school house; but cisterns may be contami-
nated if they are not properly protected or if the water is
taken from an unclean roof. Cisterns, like dug wells, should
have good, sound, water-tight walls and bottoms and should be
protected at the top also, as shown in figure. The roof and
gutters should be cleaned before the water is allowed to run
into a cistern. It is not wise to depend upon any sort
of a filter to make cistern water pure. A simple strainer of
gravel, sand or charcoal, or even muslin, will remove the
coarser particles of dirt and trash; and no form of filter has
been devised that will successfully operate to remove germs
from the water.
The strainer in figure is a simple affair which can be made
by any tinsmith, or a joint of 12-inch tile may be cemented
to the inlet pipe where it enters the ground; and this joint of
tile, with a woven wire strainer at the bottom, can be filled
with gravel or charcoal or other straining material. The
KENTUCKY ScHOOL ARCHITECTURE. 15
strainer should be frequently cleaned out and its contents re-
newed. The overflow pipe should also be screened so as to pre-
vent toads, rats, snakes or other vermin or insects from enter-
ing the well. It is no unusual occurrence to find the decom-
posing remains of any or all of these in a well or cistern upon
cleaning it, previous to which the owners have claimed that
their water was pure and beyond reproach.
Springs are usually safe if they come from below a solid
layer of sandstone or from a mountain side above which are no
human habitation or chances for pollution. All springs should
be protected at the surface so as to prevent surface drainage
from running into them. Springs in limestone country are
seldom if ever safe, because, like wells, they can be contami-
nated through sink holes sometimes far back in the country.
Neither springs nor wells taking their water from slate or
shale or other open strata can be considered safe.
The State Board of Health, at Bowling Green, Kentucky,
will examine the water supply of any school or home in the
State without charge. You should first write to the State
Sanitary Engineer, at Bowling Green, for a sterile container
in which to submit a sample. Be extremely careful not to
contaminate the sample from your own hands while collecting
it. He will examine the water for colon bacillus and report
to you without delay and will also advise you what to do to
secure a safe supply.
SANITARY REQUIREMENTS.
From the report of ‘‘The Joint Committee on Health Prob-
lems in Education of the National Council of the Nationa.
Education Association and of the Council on Health and Pub-
lic Instruction of the American Medical Association,’’ we quote
the following pertinent and forcible statement:
Tue SPECIAL PROBLEM.
‘“‘There are in the United States 20,000,000 schoolchildren.
Over 12,000,000 (60 per cent.) of these children are attending
250,000 rural schools. The country schoolhouse is the worst,
the most insanitary and inadequate type of building in the
DRINKING FOUNTAIN ATTACHED TO PUMP,
s
CROSS SECTION OF DRINKING FOUNTAIN ATTACHED TO PUMP
—Courtesy Dr. F. B. Dresslar. 7
Kentucky ScHooL ARCHITECTURE. 17
whole country, including not only buildings for human beings,
but also those used for domestic animals.
Rural schoolchildren are less healthy, and are handicapped
by more physical defects than are the children of the cities,
including even the children of the slums.
Healthful and attractive rural schools are absolutely es-
sential to the physical, mental, social, economic and moral
well-being of the children themselves, and to the life and wel-
fare of the nation as a whole.
Country schoolchildren should have ag sanitary and at-
tractive schools, and as intelligent and effective health care
as schoolchildren in the cities.
The health care of rural schoolchildren should include at
least the following:
(a) Schoolhouses sanitary and attractive, well ventilated,
lighted, cleaned, and equipped within and without with the
health essentials enumerated below.
(b) Teachers better trained and better paid to do their
logical and full share in carrying out a health program.
(c) Health examinations, including dental inspection,
once a year.
(d) Follow-up health work by district and _ school
nurses.
(e) Health care in the school, including health instruc-
tion, warm school lunches, tooth brush drills and ineculeation
of all health habits.
'(f£) Provision for removal of injurious physical defects
by dental clinics, health clinics, etc.
(g) Co-operation of all available individuals and or-
ganizations for the promotion of health and welfare of coun-
try schoolchildren.
Country children deserve as much health and happiness
as city children.
Country children are entitled to as careful cultivation as
live stock and crops.’’
Tren SANITARY COMMANDMENTS FOR RURAL SCHOOLS.
In every school which may be considered passably sanitary
the following conditions shall obtain:
1. Heating by at least a properly jacketed stove. (No
unjacketed stove to be allowed). Avoid overheating. Tem-
perature should never go above 68 F. There should be a ther-
mometer in every schoolroom.
Ventilation by open windows when weather permits and
by opening of windows at frequent intervals even in winter.
18 Kentucky ScHoou ARCHITECTULE.
2. Lighting from left side of room (or from left and rear)
through window space at least one-fifth of floor space in area.
3. Cleanliness of school as gocd as in the home of a care-
ful housekeeper.
4. Furniture sanitary in kind, and easily and frequently
cleaned. Seats and desks adjustable and hygenic in type.
5. Drinking water from a pure source provided by a sani-
tary drinking fountain.
6. Facilities for washing hands, and individual towels.
7. Toilets and privies sanitary in type and in care (with
no cesspools unless water tight) and no neglected privy boxes
or vaults.
8. Flies and mosquitoes excluded by thorough screening
of schoolhouse and toilets.
9. Obscene and defacing marks absolutely absent from
schoolhouse and privies.
10. Playground of adequate size for every rural school.
COST AND MATERIAL. eee
The market prices of materials vary so much in different
localities and fluctuate so frequently and widely even in the
same locality that it is impossible to give a very accurate esti-
mate of the cost. of building. Fortunate indeed is the district
or county having a board that will use the same judgment and
economy in providing a schoolhouse as in their own personal
affairs. More fortunate still when at least one member of
such board possesses technical knowledge of architecture, pro-
vided his knowledge does not render him impervious to sug-
gestions from those who really know the requisites of modern
school architecture.
It will be found economical to use the best and most de-
sirable materials. For all buildings of more than one story,
adequate fire escapes should be provided, and stairways should
not be constructed of inflammable material. It is poor policy
to economize by using cheap fixtures and workmanship at any
time. Especially is this true in matters of plumbing and heat-
ing. For the larger buildings, it will generally be preferable
to use slate or tile for roofs, copper for roof gutters and copper
or galvanized iron for down-spouts. For blackboards, slate or
the very best quality of composition is desirable.
While, as stated above, the cost will be regulated some-
KEntucKY ScHooL ARCHITECTURE. 19
what by local conditions and prices, it is interesting to note
that the average cost of school buildings during a certain
period in St. Louis was 1514 cents per cubit foot, the average
cost of two dozen grade buildings in Boston was 20 cents, and
in Chicago 22 cents per cubie foot.
Statistics show that modern one-teacher schoolhouses in
some states cost an average of $2,500, and even more. It must
be remembered that the one-teacher building should by no
means be a one-room building. Provisions should be made and
funds provided accordingly.
Evidence that it is poor economy to put cheap material
into a building lies not only in financial loss entailed in fre-
quent expenditures for repairs, but also in the additional cost
of heating. It requires much more fuel to heat a poorly and
cheaply constructed house than a good one.
All buildings should have substantial foundations of solid
brick, stone or concrete. It will be found that the extra ex-
pense of solid foundations, double floors, and storm sheeting
or building paper between the walls, will be more than bal-
anced by the saving in fuel, not to mention the comfort, health
and perhaps the lives of the children.
FOUNDATIONS.
It is not our purpose to go into a technical discussion of
foundations for school buildings. In fact, for all large build-
ings the architect or builder will determine to a great extent
the nature and quality of the foundation. At least they will
be consulted as to the character of material to be used.
There are two main purposes of a foundation; namely, to
support the super-structure and to provide a cellar or base-
ment beneath the house. While the materials to be used will
be determined largely by the size and character of the build-
ing, we recommend to all Boards of Education not to be
penurious in this feature of the building. Stone, concrete and
vitrified brick are most commonly used and are desirable in
the order named.
An important point in regard to the foundation is an ade-
quate arrangement for preventing the rise of moisture from
20 Kentucky ScHoot ARCHITECTURE.
entering into the building. Especially in low or damp ground
this often causes unhygienic conditions in the school room;
and the cold, damp atmosphere thus produced is detrimental
to the health of children.
Many experts recommend the application of pitch or
boiled asphalt, which renders the outside of the wall impervious
to moisture.
In ‘‘American Schoolhouses,’’ by Dresslar, are the follow-
ing suggestions:
‘‘Concrete foundations with good, wide footings are
doubtless the best that can be used and, when made with
scientific care, are much less porous than brick. But there
must be a layer of some indestructible material, impervious to
water, built into all basement walls and piers: otherwise damp-
ness will find its way into the rooms above. Furthermore, this
layer must, of course, be above ground, must be entirely
hidden or inconspicuous, and must in no way detract from the
strength or permanency of the walls.
“It has been found that a thin layer of slate embedded in
rich, fine cement mortar will break the capillarity in a wall of
cement, stone or bricks and thereby prevent the moisture from
the ground rising above it. This material has the advantage
of strength and endurance. It has also been found that a thin
layer or coating of hard asphaltum embedded in the walls will
serve the same purpose and will in no way impair the strength
of the walls. These damp-proof layers are not expensive, es-
pecially if asphaltum is used, and there is no reason why they
should be left out. Even a layer of tarred paper on the top of
a wall will be of some service for years.
DOORS.
‘‘Comparatively little may be said concerning the doors of
schoolrooms, for those generally used are of the stock pattern,
and no others are ordinarily available. It is to be hoped that
we shall get away from the ordinary panel doors in time, espe-
cially for school buildings, and come to use the plain door
without panels. These are now manufactured in a few places
and have proved acceptable. No panels will mean no ledges to
gather dust and dirt; and plain doors are easily kept clean.
‘‘The outer door of the schoolhouse should swing outward,
both as a protection against danger from fire and against the
driving rains. The positions of the doors of the schoolrooms,
workrooms, and libraries shown in the various floor plans are
KENTUCKY ScHOOoL ARCHITECTURE. 21
worth the attention of those who are planning school build-
ings.”’
Although the above statement from Dr. Dresslar’s Bulle-
tin on Rural Schoolhouses and Grounds applies to Kentucky,
it has been thought well to make the following suggestions
relative to this subject:
Outside doors should be of solid cypress and inside doors
should have solid panels with veneered styles and rails and all
to be strictly first quality, built up in the best manner, tongued,
grooved, pinned and glued together. Outside frames to be
rabbeted for doors to swing out. Frames to be set plumb,
square and true and for doors of sizes indicated. Inside frames
to be plowed for stops to be nailed in for the doors.
FLOORS.
No more serious mistake can be made in the construction
of a rural school building, unless it be in a failure to provide
plenty of light, than in bad construction of floors. The floors
of every country school should be made double, with some
deadening material between them. This is necessary primarily
to prevent the floors from being cold and to exclude the possi-
bility of the entrance of ground air. The under or rough
floor may be made of any well-seasoned, rough lumber, and
should be laid diagonally across the floor joists and joined
together carefully. When this floor ig finished, it should be
covered with some form of asbestos quilt, deadening ‘felt, or,
if expense must be reduced to its minimum, good quality of
building paper. Upon this, at right angles with the joists,
should be laid the boards of the main floor.
Floor material of good quality is becoming more and
more expensive, and as a result dealers are economizing by
using lumber unfit for schoolroom floors. The best material
to use is a good quality of white oak or maple well seasoned,
in boards not more than 3 inches wide, tongued and grooved,
and blind nailed or screwed. Nailing is much less expensive,
and, if properly done, answers just as well. Floors, however,
are often damaged by careless workmen in their efforts to
22 Kentucky Scuoon ARCHITECTURE.
draw the boards closely together; instead of using a nail set
or carefully fitting the boards so that they will join together
easily, they drive the nails in with a hatchet or hammer and
frequently batter the edge of the board so that when the floor
is completed it will show these marks and leave openings for
the entrance of dirt. Those who have under their charge the
construction of schoolhouses will save a great deal of future
difficulty if they will hire some one to oversee the work of
laying the floors. Such an overseer could select the boards,
see that they were properly prepared and prevent them from
being marred in the nailing.
If it is impossible, on account of expense, to use oak, a
good quality of hard pine, with boards not more than 3 inches
wide, properly tongued and grooved and set carefully, will
make an excellent floor. Here again the supervisor should be
on guard to prevent the use of any boards with pitch gashes
or knots; otherwise the probability is that such boards will be
used, and they will always make the room appear untidy and
gather much dirt and dust.
Maple flooring may be used, and, if properly laid and eare-
fully kept, will prove satisfactory ; but maple boards are soft,
stain easily, show the dents of nails in shoes, and, in general,
are more easily marred than either hard pine or oak. Maple,
however, does not splinter so easily as pine and will generally
wear longer.
After the floor has been laid, it should be planed or sand-
papered to an even surface. Before it is used, it should be
treated with hot linseed oil; and then, after it is thoroughly
dried, it should be waxed. The oil will fill the pores of the
flooring and prevent it from shrinking, and the wax will give
it a finish so that it will not mar easily nor hold the dust.
This is a more careful preparation of the floor than is
usually made in constructing a district schoolhouse. The main
things, however, to be insisted on are double floors, a good
quality of material for the upper floor, and careful laying.
The care of the floors will be discussed in another section deal-
ing with the general hygiene of the schoolroom.
Kentucky ScHoot ARCHITECTURE. 23
ROOFS.
Frequently an otherwise good building is spoiled by a
poor roof. As a good pair of shoes and a good hat may offset
the disadvantage of a shabby suit of clothes, so a substantial
foundation and a well-proportioned roof will greatly enhance
the beauty of even a cheap building.
The character of material used will depend largely upon
the type and size of the building; but it is the poorest economy
to use a worthless roof on any school building. For houses
of brick, stone or concrete, slate or tile is usually preferred;
while for small frame buildings the best quality of shingles
will give entire satisfaction.
The shape and pitch of the roof will depend upon the
architectural design. At present there seems to be among
builders a preference for flat roofs on city buildings because
of the searcity of ground. This kind of a roof is especially
desirable, and a number of school buildings recently con-
structed, have these flat roofs covered with a kind of battle-
ship linoleum, and these provide an excellent playground for
the smaller children. The new ‘‘ Ashland School’’ in the city
of Lexington has this feature. The outer walls are built higher
than the roof, so as to prevent children from falling.
The Board of Education should be sure to have definite
specifications. The following directions are offered merely as
a suggestion to those contemplating a shingle roof:
V/V ROOF FRAMING.
In framing, ridges, hips and valleys should be 10 inches
deep and valley rafters to be built up double and to be sup-
ported by partition below. Use spruce for rafters, placed
20 inches and 24 inches on centers, all spans of 14 feet or over
to be placed 20 inches on centers and all to be cut to proper
length, to proper miter and to be fitted and spiked together
in the best manner. The four pair of long span rafters at
front of gable roof to each have a collar beam placed and se-
curely spiked at each end. Lookouts to be placed as shown
and detailed and well nailed to rafters and plates. Barge-
24 KeEeNntucKY ScHooL ARCHITECTURE.
boards and other roof parts put together in the best manner
and securely nailed.
f SHINGLES.
All roof surfaces should be covered with the best grade
16-inch cedar shingles laid true to a line 5 inches to the weather
and each shingle nailed with not less than two nails. Valleys
to be lined 7 inches each side of open gutters with extra coated
IC tin painted under side before being placed. Ridges to be
finished with best bloom galvanized iron rolls shaped and
finished as shown and placed and secured in the best manner.
Flash and counter flash around the stack using tin as above
specified, with counter flashing stepped on the rakes and upper
edges let into the brick work, vertical joints soldered and lower
edge to come within 2 inches of the roof line. All metal work
to be painted a good coat of red lead, before being placed,
for the under side, and two coats on upper side after being
placed.
While other material than shingles may be used for roofs,
such as tile, slate, metal and asbestos, most of our rural
schools will use shingles for years to come, and the larger
buildings will be covered according to specifications drawn
by architects.
BASEMENTS.
As is true of a great many other parts of school buildings,
the size and plan of the basement will depend almost entirely
upon the purposes for which it is designed. Out of hundreds
of architects’ plans and actual buildings examined, scarcely
any two have the same form of basement. This results largely
from the diversity of uses they subserve. When heavy parti-
tions are required on the first floor, the basement plang are
often made to conform to the same general outline, the better
to support the superstructure. As an architect will doubtless
be consulted with reference to all large buildings, more space
will be given in this article to the basements of rural school-
houses, which have been greatly neglected in the past.
Kentucky ScHoot ARCHITECTURE. 25
Below are given some of the many features of school
buildings that are frequently placed in basements:
Furnace—hot water, steam, or hot air.
Fan, or other mechanical device, for ventilation.
Dynamo for power, light, ete.
Toilet rooms.
Bath rooms, especially showers.
Lavatories.
Filter.
Play rooms.
Gymnasium.
Manual training.
Domestic science.
Supply rooms, especially for work shop, ete.
Bicycle room.
Janitor’s room.
In school basements of all sizes, the greatest care should
be exercised to make and keep them thoroughly sanitary in
every way. When a basement is constructed, no pains should
be spared in complying with every hygenic requirement rela-
tive to ventilation, lighting and heating. Unless the building
is on high ground, or well drained, it is difficult to keep the
basement dry. (See ‘‘Foundations.’’)
Sometimes, particularly in large cities where lots are small
and the people object to high buildings, basement rooms are
utilized for class rooms, laboratories and other like purposes.
In the form of basement that extends only a few feet into the
ground, often kindergarten rooms and even auditoriums, or
community center rooms, are found. This is not advisable,
however, except where the first floor is sufficiently high to ad-
mit the desired light through windows opening into basement
from outside.
The walls and floors should be as nearly water-proof as
possible. Many prefer that for such rooms as manual training,
domestic science, ete., a good quality of wood floor be laid upon
the concrete floor of the basement.
Experience has taught that it is a source of great incon-
venience and annoyance, as well as loss of time and money,
26 Ken tucKy ScHooL ARCHITECTURE.
to have a basement becoming flooded at every rain. Floors
should therefore be made of the very best cement and water-
proof material. When there are sufficient funds, it is ad-
visable to have the interior of the walls finished with tile or
light-colored glazed brick. These reflect light and at the same
time are entirely sanitary.
It may be stated as a general principle that practically all
schoolhouses, regardless of size or location, should have base-
ments. From an economical point of view, it is worthy of con-
sideration. Indeed much more room can be obtained in a base-
ment than in any other part of the building at the same ex-
pense. The ceiling should never be less than eight feet; and,
when plumbing facilities, fans, ete., are installed, ten feet would
be better. Except in high and dry ground, it is advisable to
have not exceeding three or four feet of this really excavated.
Rural Schools—From ‘‘Rural Schoolhouses and Grounds,’’
written by Dr. Fletcher B. Dresslar, special agent for the
U.S. Bureau of Education, we take the following extracts:
Until recent years very few rural schoolhouses have been
constructed with basement rooms, and these have been in the
colder climates of the north; but with the use of basement
rooms, there hag been a growing recognition of their value in
rural schools. In the first place, a good basement furnishes
the best location for a furnace for heating the building. The
word ‘‘furnace’’ is used here instead of ‘‘jacketed stove;”’’
the only difference between a jacketed stove and a furnace is
that the jacket surrounding the furnace is open at the top
only through ducts or pipes, which are devised to conduct the
warm air to different parts of the building. In all essentials,
a hot-air furnace is merely a modified jacketed stove. When
a furnace is used in a basement, it will be possible to heat
directly not only the classroom, but the workrooms, library
and cloakrooms. This will give a much more satisfactory and
even heat to the various rooms than if dependence were placed
upon a jacketed stove within the classroom itself. Further-
more, it will give an opportunity to ventilate all the rooms to
good advantage. By placing the heating device in the base-
ment, space will be saved in the classroom and a greater
amount of space for fuel can be economically provided than
would be easily possible on the first floor. In the second
place it would obviate much dirt, dust and confusion in the
classroom. Moreover, a building is less endangered by fire
Kentucky ScHoot ARCHITECTURE. 27
when a furnace is properly placed in the basement than it is
with a stove located within the classroom. A good basement
with a cement floor and carefully protected joists above to
prevent overheating from the furnace reduces the possibility
of danger from fire to a minimum.
Doubtless the main objections which will be raised against
the construction of basements under rural schoolhouses are
the expense of construction and the difficulty of keeping them
in a sanitary condition. A basement should not be ‘con-
structed in a school building located on flat, wet land, unless
there are abundant opportunities for properly underdraining
it, or, rather, surrounding it with drains so that it will not be-
come damp or allow water to seep in during a rainy season.
The best method of keeping basements dry is to surround
them with tile drains, set at least a foot below the level of the
basement floor. To surround the basement with tiles is better
than to attempt to run a drain beneath the floor. The tiles must
be large enough to carry away all of the water flowing toward
the basement, and the ditch must be so constructed that there
will be ample flow into it from all directions. Comparatively
little local surface water sinks into the drain; the water comes
up from below into the drain and is thus carried away, fre-
quently after having traveled a long distance underground.
This principle is not generally understood by those who have
not had large experience with the use of drain tiles. The
pressure of the water increases with the depth, and naturally
that lower down would be the first to escape, just as in artesian
wells. If, therefore, a drain is placed all about the school
building and below the level of the basement floor, there is
no probability that any flow of underground water will reach
the school building, for it will be carried off through the tiles
thus placed.
Under ordinary conditions, eaves troughs and _ leaders
should be provided to carry away the water from the roof of
the building. If there are no eaves troughs, the water will
fall down all about the building and saturate the ground,
making it difficult to keep the basement walls dry. The water
from the roof should be carried away a sufficient distance to
prevent any of it from finding its way back to the basement.
Generally, there should be some form of trap between the sewer
tile and the end of the leaders to catch the coarser materials
and prevent clogging.
Ordinarily the distance between the finished floor of the
basement and the joists of the floor above is about eight feet.
If the depth of the finished floor is four feet lower than the
surface of the ground around the building, it would be nec-
28 Kentucky ScHooL ARCHITECTURE.
essary to raise the foundation wall four feet above the surface
of the ground; and, unless the building is rather low and wide,
this would make the foundation wall too high and make it diffi-
cult for the exterior to maintain proper proportions. If the
excavation is five feet below the surface of the ground, pre-
caution will be necessary to prevent the entrance of ground
water and to keep the basement from becoming damp and un-
healthful.
It is possible to make a basement, where work rooms are
not to be installed, usable and sanitary when the height between
the cement floor and the bottom of the joists supporting the
floor above is only seven feet. In this case it will generally be
necessary, however, to set the furnace in a _ water-tight
cemented pit a foot deeper than the level of the basement floor,
so as to keep the top of it at a safe distance from the floor
joists above.
ENTRANCES, CORRIDORS, ETC.
Porches.—It is unnecessary to say much about porches, as
they are very simple in the construction of small buildings,
and architects will designate the plans and specifications for
those of large buildings. Porches are recommended, however,
for these reasons:
1. They give the house a more attractive, home-like ap-
pearance.
2. They afford shelter about the doors when it rains or
snows.
3. They provide open-air play room for small children
in bad weather.
All ground or first-floor porches should have smooth con-
crete floors, as they are durable and sanitary. If very high
above ground, they should be provided with banisters or rail-
ing to prevent children in their play from falling.
Entrances.—The number of entrances, as well as their
location and size, must be determined largely by the size and
type of building. These matters are in many states regulated
by the building laws, which determine the number and charac-
ter of exits.
Stated as a general principle, these entrances should be of
ample width with double doors, which should be equipped with
Kentucky ScHoot ARCHITECTURE. 29
patent safety locks or levers. These, when pressed by a small
child, readily open outward.
At least one suitable entrance to the basement should be
provided for use of janitor when there is a furnace in the
basement.
Vestibules—A popular feature and one recommended by
many architects, as shown in the plans herein presented. is a
roomy vestibule. This, especially in a large building without
porches, is often placed on a level just a few inches above the
ground and is provided with a concrete or tile floor. Steps
rise from this level to that of the hall or corridor beyond. It
may be equipped with two sets of doors, with several feet of
space intervening. This is of great advantage in severe winter
weather.
Corridors —Few architectural features of a _ large
building more quickly attract the attention of one who enters
than wide and spacious corridors. They should never be less
than ten feet in width and, in large buildings, at least twelve
or fifteen feet. The older plans of large school buildings
placed them in a central position with rows of class rooms on
either side, but the tendency now is to arrange rooms on one
side only. This plan is more expensive, but affords better
facilities for lighting and ventilation. It is a mistake, however,
to provide roomy corridors and halls without ample provision
for heating, as well as lighting and ventilating them. The
ceilings should be of about the same height as those of the
class rooms, and the plastered walls of the same style and color.
CLOAK ROOMS.
The time once was when school officials and ‘‘house car-
penters’’ knew little, and cared less, about making any pro-
vision for the comfort of pupils or the care of their property.
How often have we seen in the rural schools, perhaps in some
others, a score of cloaks, coats and hats piled upon an old table
or bench in one corner of the room. How little regard has
been shown for sanitation, neatness, ‘‘decency and order.’’
Now, we are beginning to understand that the poorest -
child in the most obscure community in all the land is entitled,
30 Kentucky ScHoot ARCHITECTURE.
not only to the best instruction, but also to a well-arranged
school building—one that will be conducive to physical,
mental and moral development.
Every classroom should be provided with a cloak room.
School authorities are agreed upon this point, but they are
not of exactly the same opinion as to the location, plan, doors,
ete. When corridors are of sufficient width and conveniently
arranged, they may be supplied with enclosed racks or lockers
and thus take the place of regular cloak rooms; but in most
buildings it is found better to provide special cloak rooms.
The size of these will be determined by the number and size of
pupils expected to use them and to some extent by the general de-
sign of building. The average dimensions for the different
types of buildings can be ascertained by reference to floor
plans prescribed in this book. It is a great mistake to make
them too small.
Some plans give only one door; but our reading, experi-
ence, observation, and conversation with leading architects of
the country have convinced us that it is decidedly preferable
for the cloak room to have two doors. These should be so
arranged as to facilitate the teacher’s supervision. Some pre-
fer to have one door enter from the corridor and one from the
classroom. However, in a school of several rooms it seems
much better to have both entrances from the classroom. This
makes it exclusively the property of that room and aids the
teacher in discipline. It is well to have one of them near a
door leading from corridor to classroom.
The cloak room should be well lighted, heated and ven-
tilated. The reasons are obvious. Some architects provide
for transoms and let the doors swing four or five inches above
the floor. Others fit a kind of grating or wire guard into
the lower panel of the door as an additional means of ventila-
tion. Jn houses where artificial ventilation is employed, the
room really becomes an advantage in that respect. The in-
take for pure air is usually placed in the classroom, and the
outlet, or foul air shaft, is located in the cloak room.
In many buildings, especially in rural schools where so
often we find none at all, it is desirable to have separate
KENTUCKY ScHoon ARCHITECTURE. 31
cloak rooms for boys and girls, and to have them larger,
that they may serve as lunch rooms also. In this event, they
should have additional outside windows, and should be provided
with shelves for baskets, ete. In discussing their importance,
Fletcher B. Dresslar, in his bulletin entitled ‘‘Rural Schoolhouses
and Grounds,’’ published by the United States Bureau of Edu-
cation, says:
‘“No argument seems necessary to prove that such care of
the children’s wraps (hanging them in carelessness and stack-
ing them up in piles) is not only untidy, but dangerous be-
cause of infectious diseases. If hooks for wraps are placed
on the schoolroom walls, they will prevent the use of these
walls for blackboards, render the room unsightly, contaminate
the air with odors from damp or soiled garments, and absorb
some of the light. Furthermore, wraps so placed will be
knocked down as the children pass about in the schoolroom.
Merely from the point of view of economy, it will require
almost as much space to make room for hooks and passage-
ways about the wraps within the classroom as it would to par-
tition off a part of the building specifically for this purpose.
No teacher can make a room appear attractive and well cared
for when all kinds of wraps are hung upon the walls, and it
is one business of the school to teach children the proprieties
of life.’’
ADDITIONAL ROOMS.
Under the head of ‘‘Minimum Sanitary Requirements for
Rural Schools,’’ the joint committee of the N. E. A. and the
American Medical Association recommend that even a one-
teacher school should contain:
(a) A small entrance hall, not less than six by eight feet.
(b) A small retiring room, not less than eight by ten
feet, to be used as an emergency room in case of illness or
accident, for a teachers’ conference room, for school library
and for health inspection, a feature now being added to the
work of the rural school.
(c) A small room, not less than eight by ten feet, for a
workshop, for instruction in cooking, and for the preparation
of refreshments when the school is used, as it should be, for
social purposes.
382 KENTUCKY ScHOOoL ARCHITECTURE.
STAIRWAYS.
We give below a few rules for the building of stairways:
1. They should be conveniently located; i. e., they should
be so placed as to require a minimum of time and energy
to use them, especially in case of fire when rapid exit is re-
quired. They should be near entrances.
2. They should be of ample width for the accommodation
of the school. This will depend on the size of building and
number of pupils. No stairway should be less than four and a
half or five feet wide.
3. They should be well lighted. This is a matter of
health and ‘‘safety first.’’
4. They should have a gradual ascent—an easy tread for
children.
oO
Kentucky ScHooL ARCHITECTURE.
1 Spoke Shave No. 52, Stanley.
1 Sloyd Knife.
2 Nail Sets.
1 No. 100 Coping Saw.
1 Turning Saw.
1 Bevel or ‘‘T’’ Square.
4 Screw Clamps.
1 Framing Square (No. 3, Standard).
Approximate price, $24.00.
OO Ve OU ee SBS
Where pupils work together with each one doing work
different from the others, this set will answer for two or three
boys.
We give below a carefully selected set of tools, showing
names of tools and number needed for a class of 4 pupils, and also
a class of 10 pupils. Prices are so variable at this time it is not
advisable to quote prices on this set except on inquiries.
10 4
Boys Boys Name of Tool.
10 4 Plane No. 3.
1 1 Jack Plane No. 5.
1 0 Plow Plane No. 45.
1 1 Double Irons for Plane No. 5.
10 4 Try Squares, No. 8.
10 4 Rules, 1 foot, metal.
2 1 Rules, 2-foot, metal.
2 1 Crosscut Saw, 20-inch.
2 1 Rip Saw, 22-inch.
2 1 Turning Saw.
1 0 Hack Saw, 8-in. blade.
10 4 Chisels, 34 inch.
1 1 Set Chisels, Nos. 4, 5, 8.
5 2 Hammers, 13-ounce.
5 2 Hammers, 7-ounce.
10 4 Spoke Shave, No. 52.
10 4 Marking Gauge.
10 4 Sloyd Knives.
10 4 Serew Drivers, 3-in. and 4-in.
5 1 Wing Dividers, 7-in.
‘HITIASINOT ‘ONINIVUL TVANVIAL
62
10 4.
Boys Boys
3
1
10
10
SOPH HODORDODHDOOHPH HHH OOHH HH HEH HENNNNNAKRH HE
Kentucky ScHoot ARCHITECTURE.
Name of Tool.
Wood Files, 10-in.
Square Edge Mill File.
Extra Cap Irons, with Screws for No. 3 Plane.
Extra Cutting Irons.
Coping Saw Frames.
Hand Screws, 91% in.
Hand Screws, 1114 in.
Tinners’ Mallets, No. 4.
Cabinet Clamps, No. 38.
Bevel Squares, 8-in.
Framing Square, No. 14.
Bit Brace, Stanley 923.
Set Long Dowel Bits, No. 2, 3, 4 and 6.
Set Gimlet Bits, 4, 5, 6.
Set Serew Driver Bits, 114 in., 1 5-16 in.
Set Auger Bits, Nos. 4, 5, 8, 10, 12, 14 and 16.
Expansion Bit No. 2.
Set Twist Bits for wood, Nos. 4, 5, 6, 7, 8, 9, 10.
Nail Sets 2/32 in.
Nail Sets, 5/64 in.
Countersinks, Rose No. 4.
Oil Can No. 12, coppered.
India Oil Stone, 2x8x1.
Oil Stone Slips, No. 13.
Corborundum Stone.
Gouge, outside bevel.
File Brush.
Telegrapher’s Side Cutting Pliers.
Counter Dusters.
Mitre Box, Goodell No. 234.
Set Steel Figures.
Breast Drill.
Pike Peerless Grinders.
Emery Wheel Dressers, 3x6.
Cabinet Scrapers.
Tinners’ Snips.
Vicis, Athols No. 90. 314 in., jaw opens 4-in.
Kentucky ScHoot ARCHITECTURE. 63
DOMESTIC SCIENCE.
By Miss Iva Scott, Head of Domestic Science Department,
State Normal School, Bowling Green, Ky.
The period of experimental teaching in Home Economics
in the public schools has passed; and, whether or not the laity
approves or disapproves the teaching of Domestic Science, it is
now a reality. It is fast becoming a definite part of every
school system; but not until all recognize its true value and
give it equal credit with Latin, history and arithmetic, will the
subject of Home Economics come into its own.
On every hand, among those who do not know what con-
stitutes a course in Home Economics, we hear this question
asked, ‘‘Why not learn these things at home?’’ In the early
years of our educational development the home was both the
school and industrial center where the child was taught all
that was cultural and economic; the home acted in the capac-
ity of both producer and consumer. With the development
of the great industrial centers those things that were formerly
produced in the home now became a part of the business world.
But the business of home making and housekeeping has’
not kept pace with the business of the industrial world; hence,
the school has been forced to assume the duties of the parents
and teach the girls the principles of home management.
Is it not as cultural to be able to discuss the subject of foods
intelligently as it is to read Shakespeare?
And then the teaching of Home Economies has its practi-
cal as well as its cultural values. Briefly, the practical value
of Home Economics comes through training the whole child—
her head, her hands, her heart; it teaches in terms of life’s ac-
tivities; it develops interest; it teaches her to think in terms
of action; it vitalizes all school work; it gives strength through
doing something worth while, and it makes her a better citizen
physically, spiritually, morally, intellectually and economi-
eally.
And finally the teaching of Home Economics promotes a
more sympathetic and helpful relation between the home and
school. The home credit and school lunch plans are the ruling
factors in introducing the teaching of Domestic Science into
Kentucky ScHoot ARCHITECTURE,
64
AMOOLINGY
‘
NITMNVU
HONAIOS OILSHNOG
NI SSVIO
Kentucky ScHoot ARCHITECTURE. 65
scho-ls with little or no equipment. How ean it be done? Only
with the help of a big-hearted, sympathetic, trained teacher,
who realizes the relation between health, food, clothing and
sanitation.
The planning of a room in which to teach Domestic
Science is largely a matter of each individual school. Usually
some cast-off room in the basement or attic is given to this de-
partment; and, in spite of its apparent inaccessibility, it is
somewhat remarkable how attractive and accessible it can be
made. Very, very few schools have the ideal space or location;
and, after all, it is not so much the space, location or equip-
ment as the wonderful, soul-inspiring teacher who realizes
the importance of right living. If a new building is to be
erected, then the architect should consult the Domestic Science
teacher regarding the equipment to be used and the size of
classes.
It is not a difficult problem to equip a domestic science or
lunch room in a well-planned building, but it is a serious
problem to equip one in a small rural school.
Two articles of furniture are all that are needed to make
preparations for the school lunch; namely, a two or three
burner oil stove and a combination table and cupboard. The
price of the table will vary, but in nearly every community there
is a carpenter who can make it for a reasonable sum.
The following is a suggested list, and price, of equip-
ment:
1. oil stove $12.50
1 portable oven 125
1 tea kettle 1.25
DIVO G VG Sas a ees ee te eC . .90
1 double boiler (2 Or 8 Ct.) ncceccecccssccssceessenecesnetnenstne 1.00
1 sauce pan .20
1 strainer or sieve 10
1 salt and 1 pepper shake nc ccccecsccssnsssessssssssesnsetecseee 20
1 egg beater 10
1 quart measure .20
1 measuring cup 10
K. S. A.—3
66 Kentucky ScHoot ARCHITECTURE.
1 can opener 15
1 tablespoon 10
1 teaspoon 10
1 paring knife 10
1 butcher knife 15
2 dish pans 30
1 potato masher 10
1 water bucket .50
1 dipper .. 10
1 baking pan 20
Total... $20.45
Each child should be provided with a soup bowl, one cup
one plate, one spoon, one knife, one fork. Each child can also
furnish his own white napkin or paper napkin.
ASSEMBLY ROOMS.
Every school building should be provided with an audi-
torium, or ‘‘assembly hall.’? In a house of two or three rooms,
this may be accomplished by means of movable partitions or
by having one room so much larger than standard size that it
will seat the entire school. In all large buildings, special pro-
vision should be made. With the present nation-wide tendenty
toward ‘‘community center’’ activities, the assembly room is
practically indispensable.
Two or three different types are found in modern Ameri-
can plans. In some the assembly room is designed for the
use of pupils only and is used for a study hall, especially in
high schools. In others it is planned more with a view to ac-
commodating not simply the school, but also public audiences.
It is equipped with opera chairs, instead of desks, and has
ample stage facilities, with scenery, drop-curtains and foot-
lights, on the order of a small opera house.
Still another type now much in vogue is a combination
gymnasium-auditorium. This is especially popular in the
North and West and is finding its way into Kentucky. In-
‘uUsaIy) SUITMOG
‘IOOHOS 'IVWUON AMONLNAM NUALSAM ‘WOIMOLIGAVY
68 Kentucky ScHooun ARCHITECTURE.
stead of having seats fastened to the floor, it is furnished with
movable chairs, sometimes collapsible or folding chairs, which
are easily moved to one side when the floor is needed for gym-
nastic exercises. It has a portable stage also, which can be
lifted or rolled when necessary to move it. This is especially
desirable for consolidated schools and others where stress is
placed upon the informal gatherings of parents and other citi-
zens of the community. It is used for farmers’ meetings and
women’s clubs, literary societies and basketball games, lyceums
and social ‘‘functions.’’
Of course, all these types of the assembly room are used
for the chapel exercises when desired. All should be provided
with stage equipment, which may be valuable both from a
literary standpoint and in a financial way. Such a room should
not be higher than the second floor. The first floor is by far
the better and safer.
Every auditorium should be properly ventilated, and when
possible it should be equipped with electric hghts. The stage
should be of ample size, with dressing rooms and switches for
cperating lights for both hall and stage. By all means, ade-
quate provision should be made for safe exit in case of fire.
In any large hall, care should be exercised to avoid poor
acoustic properties.
NECESSARY EQUIPMENT FOR A SATISFACTORY
GYMNASIUM.
Jno. J. Tigert, Head Department of Physical Education,
University of Kentucky. en
I have been asked to summarize briefly the neeessary ap-
paratus for equipping a good school gymnasium—in other
words to state the ‘‘minimum requirements’’ for good work
in physical education.
The size of the floor should be at least 30 by 60 feet; larger,
if possible, but by no means smaller. Such a floor would be
adequate for all in-door games and for gymnastic work. The
floor should be of hardwood, or at least of fine selected material
capable of a smooth finish, The walls should be of unplastered
Kentucky ScHooL ARCHITECTURE. 69
brick and the overhead construction of iron, or of some other
very substantial material.
The building should be properly equipped with shower
baths, lavatories, etc., and a number of lockers, preferably
steel, sufficient to take care of the pupils who are to use the
building. Around the side walls of the gymnasium should be
placed chest weights, wall machines, and other stationary ap-
paratus. There should be at least half a dozen chest weights,
a rowing weight and wrist roll are desirable. Other equip-
ment should be as follows:
One good vaulting horse.
One vaulting buck.
Two sets of parallel bars, together with mats to be used
with these bars.
One horizontal bar and batteau board.
One spring-board.
At least one adjustable ladder.
A row of six or eight suspended rings.
Three pair of flying rings.
An indoor jumping standard.
Platform for punching bag.
One mat 12x12 for wrestling.
Six or eight smaller mattresses.
An adequate supply of dumb bells, Indian clubs, wands,
ete., to take care of the largest classes using the
building.
Basket ball goals should be placed on proper back boards
at each end of the floor.
This equipment should make a good high school gymna-
sium, one equal to those of many colleges. If funds are
available, more should be added to this equipment; but very
little could be left off and still furnish a good gymnasium
to be used for every purpose.
70 Kentucky ScHoo. ARCHITECTURE.
FUNCTION OF THE LIBRARY.
Fannie C. Rawson, Secretary Kentucky Library Commission.
We of today believe in universal education.
We believe in a great, free system of public schools.
We believe in compulsory education laws effectively en-
forced.
We believe in the eradication of illiteracy.
We believe in an adequate school plant of modern equip-
ment.
We believe in the library as an essential and integral part
of any good system of publie education.
In Kentucky the strength of our conviction is evinced by
the amount the State expends annually for-educational pur-
poses, and by effective legislative enactments which, establish
and maintain State Departments for the advancement of our
educational interests. According to our statutes, provision is
made to meet our several educational needs. The Department
of Public Instruction supervises and regulates our public
school system and guides and directs the training of our
juveniles. The Illiteracy Commission is striving to eradicate
adult illiteracy. The State Library provides a collection of
reference books, chiefly law, for the convenience of the State
officials and the Appellate Court which books any citizen is free
to consult. The Library Commission promotes library inter-
est and efficiency, assists in improving old libraries and in
establishing new ones, provides books for bookless communi-
ties and individuals, encourages and makes possible through the
provision of free books an education which is continuous after
school days are over.
Although the State provides a system of public education
complete in its outline and an inspiring ideal to hold before
the ambitious student, teachers in rural districts need not be
told that few indeed avail themselves of the opportunities
offered through the public schools, that only a small per-
centage complete the grades, comparatively few finish the high
school, and that a deplorably small number ever enter college
or university. The great mass of students leave school with only
Kentucky ScHoot ARCHITECTURE. 71
the rudiments of an education and unless a way is pointed out
and a means provided by which the work of the school may be
supplemented and continued, they will be handicapped through-
out their lives. It is possible to put into the hands of the child
that great instrument of education, the ability to read and to
train him in the effective use of this tool. If he is taught the value
and resources of the book, if in him is cultivated a taste for read-
ing, and a taste in reading, when school days are over, the book,
the newspaper, the magazine, will take up the work where the
school leaves off and his education need only be limited by his
own perseverance and by the books which are available.
In the larger cities the teacher needs but direct the child to
the public library, where the trained assistant will supervise
his reading. But in the small towns and rural districts in Ken-
tucky where the need is most urgent, rarely is such a library
available. Then it becomes necessary for every rural school
to include in its equipment a good library, else its chief function
cannot be performed.
The teachers of our county schools today are recognizing
the important part that the brary should take in our system
of public education and are striving as never before to build
up good book collections. Provision is made in the new schools
for the housing of the library and a conspicuous place is given
to it even in the one-room school house.
With the books ever before him the child is taught to love
and to use them, take a pride in the collection, to assist in
keeping the shelves in order and the books themselves clean
and attractive. He is trained to respect the library, the prop-
erty of the school, and incidentally, a lesson in good citizen-
ship is inculeated along with a lesson in the care of the
library.
If the school library is not adequate to the needs of the
community, it is your first duty as a teacher to remedy this
defect. Put your shoulder to the library movement without
further delay and push it gently along. A little effort on your
part will produce wonderful results. Have a library rally and
arouse the interest and the enthusiasm of your patrons. Put
Library Day on your school calendar, give an entertainment,
72 Kentucky Scuoon ARCHITECTURE.
charge an admission fee, and thus raise regularly cach school
term a fund to be put into book purchase.
When a fund is acquired be sure that it is wisely invested.
Remember always that a library is like a pool of water; it will
surely become stagnant if it ig not regularly and wisely fed.
With this in mind, use $2.00 of the fund each school term for
transportation on a traveling library of fifty books which may
be borrowed free from the Kentucky Library Commission.
Such a collection exchanged at regular intervals will inspire
new interest and will keep the library fresh and invigorating.
With the remainder of your fund begin by investing
largely in necessary reference books, such as a dictionary, an
encyclopedia, an atlas, a book of quotations, the World’s
almanag, ete., and let the traveling library supply the fiction
and the supplementary reading matter. After the necessary ref-
erence books are purchased then add the supplementary matter
and the fiction. In making your selection remember that it
is quality above quantity that you are seeking. Do not buy
a job lot of books from an agent, no matter how cheap and
alluring his offer may at first appear. His, necessarily, is en-
tirely a business proposition. Always consult first .the
Library Commission which the State has provided for the pur-
pose. It will give you, free of cost, the benefit of trained
service, of unbiased opinion and of impartial book evaluation.
Jt will assist vou to build up a library that will be a positive
force for good in the life and development of your community.
In conelusion, build up a good library for the benefit of
your school, ‘acquire a knowledge of its contents and use this
knowledge intelligently. Direct the child to the book he needs
at the time he needs it; transmit to him a love and reverence
for the book and teach him the extent of its usefulness. Train
him to go to the library shelves for the solution of his diffi-
culties.
If these obligations are fulfilled your duty to the child
and to the State has been performed.
Kentucky ScHooL, ARCHITECTURE, 73
PAINTING.
Under the general head of Painting, we include the use
of putty and varnishes.
Preparing—The general contractor shall leave the
building broom-clean and ready for the painter. The painter
is referred to the plans and specifications as to amount to
be finished. The painter shall notify the carpenter of all
finish he finds that is not smoothly sandpapered and in con-
dition for priming,
Priming—All sash should be .primed before being
brought to the building. All outside finish to be primed as
soon as placed. Any inside finish placed before the plastering,
is to be primed before the plastering is begun. Priming of all
metal work to be red lead and oil. All woodwork that is to
be painted to be primed with white lead and oil. All wood-
work that is to have natural finish to be filled or primed with
clear oil. All open-grained wood to be filled; and cypress, if
used, should be stained with acid stain of approved kind or
an oil stain which should be followed with a coat of boiled
linseed oil well rubbed in,
Putty.—The painter shall thoroughly putty-stop all
work, exterior and interior, after the first coat and before the
last coat with putty properly colored to match the finish.
Paints.—Strictly pure white lead and linseed oil shall
form the basis of all paints, unless otherwise specified. Paints
to be of colors and tints selected as follows: Outside walls have
dark brown acid stain with casings, etc., white. Doors natural
finish. Inside woodwork in rooms facing the south to have
woodwork painted, a soft pearl gray for the walls and white
for woodwork. Rooms facing the north a light tan for the
walls with woodwork cream color, and ceilings to be
cream colored wherever finished. Hardwood finish stained
dark for high hght exposure and light or natural finish for
north exposure. Wainscoting walls glue sized and burlap ap-
plied and over-coated with lead and oil paint. Plastered walls
and ceilings in main room and work room to be finished with
water color paint.
Varnishes—Varnishes of standard quality should be used
74 Kentucky ScHoot ARCHITECTURE.
throughout and not to be thinned down or otherwise adulter-
ated and to be applied according to manufacturer’s specifica-
tions.
Application—Paints and varnishes to be applied by
skilled workmen, paint to be flowed on smoothly and well
rubbed in, and all surfaces evenly coated. Rubbing must be
thorough and is not to be done until coat rubbed is well dry.
Hardwood finish to receive two coats varnish after filler and to
be lightly sanded between coats. The maple floor to receive
a good coat of linseed oil applied hot and well rubbed in.
Painted work to receive three coats.
In General—aAfter painter begins finishing he shall
properly protect the building and his and others’ work. He
shall be responsible for the building and shall repair and make
good all damage to same and shall leave his work clean and in
perfect repair. All paint and varnish spots to be removed
from walls, glass, floors, etc., and at the completion he shall turn
over the building complete and in good repair so far as his
work is concerned and as concerns damages caused during his
occupancy.
DECORATION.
INTERIOR AND EXTERIOR.
‘Hirst Impressions are generally lasting ones.’’ This in-
deed is true of the average boy and girl, when for the first
time they look upon their schoolhouse where they will have to
spend the best part of their young lives.
When a child for the first time sees his school, it will in-
spire one of two emotions, joy or sadness. If the house is an
attractive building, clean and freshly painted outside, neat and
comfortable inside, he is likely to look forward to school days
with pleasure. If, on the other hand, the schoolhouse ig like
a “‘ragged beggar sunning,’’ school days will become irksome
and tiresome and he will dread the long hours to be spent in
a room unattractive and dilapidated, with windows broken
and walls begrimed. Can we expect a boy or girl to become
Kentucky ScHoot ARCHITECTURE. 75
a student in such environment and can we ask an efficient
teacher to accept such a school?
Too often we sce the desolate school house perched upon
the hillside and not even a tree or shrub near it. Now with
very little trouble or cost some fresh paint, a few flowers and
an occasional tree planting will change the forlorn-looking
place into one that is bright, cheerful and inviting.
For a modern one-room school, the necessary decorations
are not expensive. The roof may be tinted green. Asbestos is
now sometimes used instead of shingles, as this is fire-proof.
It can be obtained in shades of green. For the house itself,
paints or stains can be used in colors, such as white, with green
trimmings, colonial yellow with white trimmings, shades of tan
and darker trimmings. Flower boxes in the windows add
much to the appearance of the school. These boxes can be
used in the spring and fall, then carried in to be filled for
the winter. Children can bring plants and seeds to their
teacher, and it is always a delight to children to see some-
thing growing.
The walls should be tinted, never papered, as paper tears
easily and holds germs. The tints for the walls may be as
follows: Yellow, green, rose, gray or tan. All these should be
in dull finish, so as not to reflect a dazzling light. For the
ceiling use a light cream or light yellow, which will give the
desired reflected light. The woodwork should harmonize with
‘the color scheme, either painted or stained. Keep the tones
uniform. This gives a feeling of quietness and repose. When
choosing the furniture for the schoolroom, be sure that the
designs are simple and in harmony. Two or three good pic-
tures make a room more attractive. Do not allow the pupils
to paste or tack on the walls cheap chromos, calendars, or cut-
out pictures, as this detracts from the neatness and good ap-
pearance of the room. It is, moreover, in bad taste. Some good
pictures for the rural schools are Stuart’s ‘‘ Washington,’’ Mil-
let’s ‘‘The Gleaners,’’ ‘‘The Sower’’ by the same artist, Watt’s
‘Sir Galahad.’’ With such good works of art, children will
be educated to love the beautiful.
In considering the decoration for the graded or high
76 Kentucky Scuoot ARCHITECTURE.
schools, much depends upon the architecture of the buildings.
If the schools are built of brick and have trimmings of stone,
very little could add to its exterior decoration. If it is made of
plaster, some color scheme could be used, sometimes with ef-
fective wood trimmings. Gray, cream, or colonial yellow are
often used.
In the classroom the same style of color tints as suggested
for the rural schools can be adopted. Good pictures can also
be used in the class rooms and corridors; also plaster casts
can be placed in certain spaces, suitable for either picture or
cast.
The chief points in planning the decoration are simplicity,
neatness and uniformity of color. This will produce a calm,
homelike atmosphere, conducive to study and illustrative of
the teachers’ code: ‘‘I believe in beauty in the school room,
in the home, in daily lfe.’’
EQUIPMENT.
Two significant words of the present day, which are, per-
haps, overworked in some quarters, are efficiency and pre-
paredness. So far as school work is concerned, a word that
is synonymous with either and practically includes both is
equipment. It is a great mistake to spend all the money avail-
able on the building and do without adequate equipment.
Under this general head are ineluded such items as desks,
chairs, blackboards, maps, charts, globes, bookcases, bells,
clocks, bulletin boards, telephones, apparatus, requisites for
manual training, domestic science, laboratory, ete.
All these, or at least such as are needed in the school,
should be purchased with care and by one who knows—not
extravagantly and yet not grudgingly. Two qualities to be
sought are neatness and durability. The best is usually the
cheapest. To equip a good school with cheap furniture is an
exhibition not only of very bad taste but of poor economy and
worse judgment.
Desks.—It seems an impossible task to obtain desks that
will exactly satisfy the demands of a classroom or exactly
conform to the shape and size of pupils. Of course, any con-
Kentucky ScHoou ARCHITECTURE. 77
dition short of this is not ideal. It is generally conceded that
the nearest approach to this standard is an adjustable desk
for every child. However, it has usually been found almost
impossible 1o find those which are easily, permanently and
perfectly adjusted. All hinges should be noiseless. As a ma-
jority of pupils in a room can usually be reasonably well-
fitted by the stationary desk, it is recommended by many prin-
cipals and superintendents that four or five rows of this type
be used in a room, and then a row or two of the adjustable
kind for the use of children too large or small for that grade.
Of course, it is best to have the adjustable feature of seat and
desk separate, that a large child could be seated just back of
a small one when necessary. Of whatever pattern, all desks
should be made of good metal and smooth, hard wood, finished
in a dull tan or brown, so as not to reflect a dazzling hght that
would hurt the eyes.
For very small children, especially those in kindergarten
and primary rooms, the seats should not be fastened to the
floor. In fact, it is fast becoming the custom in many schools
to use movable desks in all grades, to facilitate the use of the
room for social or community center activities. It is presumed
that all school authorities understand that these desks should
be properly spaced, arranged in rows, and facing the teachers’
desk with the left side to the window area. Architects are
advised to show in their floor plans the proper arrangement
of desks in all classrooms,
Blackboards—For any but a small, cheap _ building,
or one that is likely-to be discontinued in the near future for
a better or more commodious one, we would hardly recommend
any except a slate board. This is more expensive than any
other, but is found to be more satisfactory and really more
economical when we consider the time it can be used. In re-
cent years, there have been perfected some pulp, or composi-
tion, boards with a smooth and reasonably durable surface,
which have become rather popular; and, when a district is
not able to buy the natural slate, this imitation or substitute
renders very good service. Care should be exercised, how-
ever, to select a dull finish which will not injure the eyes.
78 Kentucky ScHooL ARCHITECTURE.
Very dark gray, or dull black and a dull shade of green are
most popular. They should be firmly attached to the walls by
the use of plain heavy moulding, which in finish conforms to
the other woodwork, and should be provided with a substan-
tial chalk trough at least three inches wide.
An abundance of blackboard surface is necessary in nearly
all schoolrooms. Some experts have estimated so many square
feet of board for every pupil seated in the room; but, as the
amount of board required would depend somewhat upon the
grade and character of the work to be done, as well as upon
the number of pupils to be accommodated, we consider these
estimates too technical for practical use in Kentucky schools,
rural or urban. It is especially desirable that board should
occupy all available space, at proper height, on the right of
pupils opposite the ight or window side, and also in front of
them as they face the teacher. In case more board is neces-
sary, it can be placed at the back of room, which we do not
recommend; but in no case should it be placed between win-
dows. The attempt to see a blackboard between two open
windows is very trying on the eyes and one of the most com-
mon causes of eye-strain.
We find considerable difference of opinion in regard to the
height and width of board. This must be determined largely
by the use for which the room is designed. In a graded school
it is best to place boards nearer the floor for the smaller
grades. In the rooms of upper grades and in high schools
they will. be placed higher, and in one or two teacher
schools, where several grades will be seated in the same room,
it is well to provide wide boards and not place them too high,
so that all classes may be accommodated. Slate and imitation
slate may be obtained in widths of thirty-six, forty-two and
forty-eight inches, so as to satisfy the varying demands as to
width.
In general, it should be placed from twenty-four to thirty-
six inches from the floor. By having wide board and placing
the lower edge near the floor, we can serve the purpose of both
large and small children. This is advised in country schools.
In a model rural school designed by Mr. William B. Ittner,
Kentucky ScHoou ARCHITECTURE. 79
of St. Louis, for the U. S. Bureau of Education, the boards
are four feet wide and are placed twenty-eight inches from
the floor. Then at the front end of room near the teacher’s
desk, he recommends a 314,-foot board placed 314 feet above
the floor. This is obviously for the use of the teacher and is
put high for children to see it from all parts of the room.
For programs, daily schedules, announcements, etc., it is
often convenient for each teacher to have one portable and re-
versible blackboard.
Charts, Maps and Globes—It is always advisable to buy
such aids as these with great care and not without the advise
and assistance of some one with expert knowledge concerning
equipment and apparatus. They should be made of good ma-
terial, well finished, and, above all, accurate, authentic and
up-to-date. Just now we respectfully suggest that it might
be well, before investing too heavily in European maps, to wait
until the conclusion of the present World War, as doubtless
the maps of these countries will have to be revised. A gooa
chart is a wonderful time-saver, especially in the lower grades.
Boards of Education should never be stingy in providing equip-
ment, ‘‘busy work,’’ ete., for primary teachers.
Clocks, Bells and Telephones.— All consolidated,
graded and high school buildings should be provided with such
articles as will facilitate accurate, systematic, orderly dis-
patch of business. A ‘‘master clock’’ in the principal’s office,
with an automatic bell system properly connected with the
recitation rooms, insures greater punctuality; and the instal-
lation of an inter-communicating telephone connecting the
office with the various apartments of the building will save
time, prevent confusion, and enable teachers to expedite much.
of the routine business in a more satisfactory manner. Every
school of many rooms should be supplied with one or more
gongs for signals, fire alarm, ete.
Bookcases, Etc.——In most states where free text-books
and supplementary readers are provided, and in many states
where they are not furnished free, architects are accustomed
to provide built-in bookeases for all classrooms. This affords
every teacher ample room for books belonging to her grade;
80 Kentucky ScHooL ARCHITECTURE.
and, if no books are provided by the public, the empty book-
case already built offers an open invitation to teacher and
pupils to start a library for their use. The built-in case more-
over offers two other advantages: it takes up no room, and
it costs virtually nothing, as the average contractor would
build the house at the same price with or without it.
Every school should have a good library, well furnished
and supplied with books suitable to the advancement of the
pupils. A special room should be provided for this purpose,
and should be furnished with neatness and taste. If the book-
cases are not built-in, plain, hardwood, sectional cases are rec-
ommended. There should be also a nice library table, some
neat, comfortable chairs, rugs, magazines, pictures and such
things as inspire love for beauty and order.
DRINKING FOUNTAINS.
As shown elsewhere, in connection with pump and pres-
sure tanks, an ordinary cistern or well may be equipped with
sanitary drinking fountains. It is presumed that all builders
of consolidated or large schools will equip them with these
essential sanitary devices. This is a feature now considered
necessary in every modern building.
To satisfy the constantly increasing demand, various manu-
facturerg now make them in great variety of styles. Whether
the more expensive pedestal or the group fountains are used,
it is distinctly better to obtain those with porcelain bowls and
cups, to prevent rust or corrosion.
Large buildings should be provided with a group of these
in each corridor. Supply pipes should be large enough to pro-
duce a strong stream. This will enable the pupils to drink
without touching lips to the fountain. They should be pro-
vided with self-closing faucets to prevent the wasting of water.
Care should be exercised in purchasing fountains to get
those that are absolutely sanitary, otherwise the very purpose
of the fountain will be defeated. The best and most modern
type is that which throws the water at an angle of about 45
degrees, so that which drips from the child’s mouth will not
fall again upon the fountain.
Kentucky Scoot ARCHITECTURE. 81
FIRE PROTECTION AND INSURANCE.
Closely related to the discussion of material ig that of pro-
tection against fire in school buildings. Just so far as practi-
cable, school buildings, especially large ones, should be made
fire-proof. The whole country remembers with horror the
fatal Collinwood disaster where scores of helpless children
burned to death because of cheap construction, inadequate
facilities for exit, and lack of fire-drill.
In America we burn twelve schoolhouses and two colleges
every week. In the United States, a fire occurs every day in
some school. The loss of life is great, while the loss of prop-
erty amounts to several hundred thousand dollars. The
American people have given less thought to the protection of
schools and their precious contents than has been given to
manufacturing plants and buildings in general. Frequently
the lives of our children are saved simply because the fire
occurs while the school is not in session.
The above statement contains warnings for us here in
Kentucky. We are building an unusually large number of
school buildings and collecting in them our children and their
teachers. We are looking after the appearances of these build.
ings and their adaptability to teaching, but paying little or no
attention to their safety, or even economy of erection. A large
majority of our school buildings are of the most dangerous
character, being highly inflammable and having few exits.
They are subject to heavy depreciation and require constant
repairs. In many of them the exits are entirely inadequate.
With a view to bringing about a change in these condi-
tions, your careful attention is invited to the following observa.
tions taken from a bulletin published by the Hon. J. Y. Joyner,
Superintendent of Public Instruction of North Carolina, which
apply equally well to Kentucky:
‘‘For several years the loss of school buildings by fires
hag been unusually heavy. This liability to burn carries with
it not only the loss of property, but the loss of lives of the
inmates—teachers and children. The reason for this is, no doubt,
found in the character of buildings erected, which has evoked
the description, ‘Built to Burn.’
82 Kentucky ScHoot ARCHITECTURE.
“1. We are building mostly frame and brick, metal
roof, hollow construction buildings. These are not the safest,
nor, in the end, the cheapest buildings. Where over one story,
they are a menace to the lives of the children and call for the
heaviest insurance rates and greatest depreciation and re-
pairs.
‘2. The fire-proof brick building, erected on the slow-
burning or mill construction plan, will cost only about seven
(7) per cent. more than the brick metal roof building referred
to above, when provided with automatic sprinklers. This
building will be absolutely safe, be subject to less deprecia-
tion and call for not more than one-half of the present in-
surance rates.
“*3° A reinforced concrete building will cost only twelve
(12) per cent. more than the brick, metal roof, hollow con-
struction building, furnish much less depreciation and occasion
for repairs, and insurance at one-third or less.
“4. Again, at practically no additional cost, all inside
stairways and openings can be cut out of all these buildings—
frame to concrete—furnishing safety to children and building
by the use of tower stairways or fire-escapes. These tower
stairways are desirable because simple, safe and economical,
making unnecessary fire-escapes and yet rendering buildings
of two or more stories absolutely safe for children even in case
of fire.’’
It is difficult to change the general customs of a people;
but it may be shown that the suggestions made above are in
accordance with well-established rules for the erection of
school buildings, and it is important that all school officials
be urged to look into the matter thoroughly before approving
of any plans if new buildings are erected or changes made in
old ones. General plans should be sought by all persons in-
terested in the erection of new buildings, or the remodeling of
old ones, before the work is begun.
The following pertinent statement we quote from the
Wisconsin Jndustrial Commission :
‘There are two classes of buildings where attendance is
involuntary—schools and jails. If the house or flat in which
you live is a fire-trap, you can move out. If you believe a cer-
tain hotel or theater is unsafe, you need not patronize it. But,
if your school is in daily danger of becoming a fiery furnace,
the law compels your children to attend, just the same.’’
Kentucky ScHoou ARCHITECTURE. 83
In view of these facts, it is of vital importance that school
authorities give more attention to the construction of safe
buildings. The saving in insurance alone will almost offset
the additional cost. Then it is a duty we owe the public, the
children and ourselves. In many states the laws regulating
public buildings are much more stringent than ours. Will not
Kentuckians rise to the occasion and do their duty without the
positive mandate of the law?
Not only should the school buildings of the State be made
as nearly fire-proof as possible, but all such buildings should
be insured. The law relative to the insurance of school build-
ings follows: :
“‘The County Board of Education is authorized to have
said houses and furniture insured against damage by fire or
other casualty, the expenses incurred from such insurance to
be paid out of the funds raised for general county purposes.’’
‘“DEADENING.”’
One of the most important and most neglected items in
school buildings is sound-proofing of walls and floors. Every
one who has attempted to teach or recite in a large building
where this had been neglected can readily recall the noise and
confusion in adjoining rooms—especially above. Not only does
confusion result, but a great deal of time is wasted by reason
of frequent interruptions caused by reciting, singing or march-
ing of children in adjoining rooms.
As the material of which walls and partitions are made
so often acts as a conductor rather than a non-conductor of
sound, it is almost absolutely necessary to use some insulating
material known by the various names of ‘‘deadening,’’ ‘‘deaf-
ening,’’ ‘‘quilting,’’ ete. In this, as in other particulars, it is
not our policy or purpose to recommend any specific brand
of deadening; but we most emphatically approve and advise
the use of a good quality of material made for this purpose.
A great many of the best school buildings throughout the
country use a kind of asbestos deadening material, which
serves also as a protection against the spread of fire. It will
84 Kentucky Scuoon ARCHITECTURE.
pay any city or county board that contemplates building a
large house to make a thorough investigation of this important
matter. The deadening should by no means be neglected.
PHYSICAL EDUCATION IN THE HIGH SCHOOL.
Jno. J. Tigert, Head Department of Physical Education, University of
Kentucky.
Careful supervision of the physical development of boys
and girls is more necessary in the high school than in the col-
lege. During these years the most importavt physical as well
as mental changes are being made. The set that a boy or
girl’s body takes at this time is very likely to remain through
life. It is, therefore, very important that the body should be
carefully looked after at this period, to prevent deformities
that may have to be carried through life, and also to develop
an abundance of strength and physical power.
Steady work in the gymnasium, under a trained instructor,
should produce more actual benefit for boys and girls at this
age than anything else that can be done in school. Along
with this training will come better work in the class room,
better health, and more satisfaction in almost every phase of
school work.
Most of the interest of boys and girls will naturally center
in the games, especially basket ba!l. These games when prop-
erly controlled and regulated will no doubt produce great
benefit to the children and will perform well the function of
articulating the school with the community. On the other
hand, without the proper supervision these games can become
a source of injury from a physical and from a scholastic stand-
point. They should be carried on with the greatest care and
attention. During the past few years there has been a very
healthy increase in the interest manifested over the State in
high school basket ball. The high schools of Kentucky are
beginning to catch a glimpse of the vast opportunity which
awaits them in this field. The executive officers could make
no more serious mistake, it seems to me, than to neglect the
physical side of education in the high school. Plenty of exer-
cise and a strong, healthy body constitute the fundamental basis
Kentucky Scuoou ARCHITECTURE. 85
of good work done in the classroom and of strong, moral charac-
ter. A strong body and a strong mind are reciprocal. In the
words of Juvenal, ‘‘San mens in sano sorpore,’”’ is our ideal.
PLAY GROUNDS.
The rural school has been, as a whole, an example of
monumental neglect. The building has generally been poorly
ventilated and poorly furnished, the teacher untrained and
underpaid; but the most neglected thing about it has been its
yard. In a hundred-mile ride in many sections, one will
scarcely see anything else that looks so utterly forlorn as the
little patch of often uneven and nearly always unimproved
and unmown ground, on which the children are supposed to
play.
The school board should furnish enough ground and
equipment to make play possible, and the teacher should see
that the play is organized and supervised. The city schools
are now probably acquiring twice as much ground for play
as they were ten years ago. Yet the needs of the rural school
are simple. It requires for the games that the children are
accustomed to play, two or more acres of level turf; and at
least an acre more should be provided for gardening.
The school authorities of Virginia now require that the
plans for new buildings and grounds be submitted to them be-
fore the contracts are let. They seldom give their approval
to a school ground of less than three acres. Pennsylvania
makes the same requirement and the code provides that here-
after:
““No school building shall be built without a proper play-
ground being provided therefor.’’
The North Dakota law provides:
“The school board of any school district may take in the
corporate name thereof any real property not less than two
acres, nor exceeding five acres in area, chosen for a school-
house.”’
Other states have made similar provisions. It seems likely
that such plans may soon become general, as these provisions
are largely copied from one State to the other.
86 Kentucky ScHoou ARCHITECTURE.
Sr
HORIZONTAL BARS
POYS PLAYGROUND
A.
Re
a RN wa
pees rote,
eres
ar
Bovs WALHX
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ems. Pe Son ress
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ER ASS PLOT ALONG OAD
PLAN FOR RURAL SCHOOL GROUNDS.
—Courtesy State Superintendent J. A, Churchill, Oregon.
Kentucky ScHooLt ARCHITECTURE. 87
WHAT A FEW DISTINGUISHED AMERICANS THINK
OF PLAY.
‘‘There is no better way to teach a boy to be honorable
and straight than give him an opportunity to play normally
with his fellows.’’—Charles Evans Hughes.
“‘T hope that soon all our public schools will provide in
connection with the school buildings and during school hours
the place and time for the recreation as well as the study of
the children.’’—Theodore Roosevelt.
‘While the teacher is primarily concerned with the de-
velopment of mind and character, he can not be indifferent to
that which affects the body’s welfare. Physical exercise is so
essential that the gymnasium has come to be a part of every
well-equipped school, and the teacher is expected to share in
the enthusiasm which athletics excite.’’—W. J. Bryan.
‘‘The playground proves to be an economy to the city in
that it lessens crime among children.’’—Judge Ben Lindsey.
‘‘The universal impulse.to play is a divinely ordered thing.
If God gives the instinct, man ought to provide the play-
ground.’’—Josiah Strong.
“‘The plays of the age are the heart leaves of the whole
future life; for the whole man is visible in them in his finest
capacity, in his innermost being.’’—Froebel.
‘“‘T think it would be difficult to find any point at which
a dollar will go further in the making of those things for which
the city exists than in the provision and maintenance of play-
grounds.’’—Elmer E. Brown (former U. 8. Commissioner of
Education.)
88 Kentucky ScHoou ARCHITECTURE.
PLAYGROUND APPARATUS.
7 a
ti .
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uy »
HOME-MADE GIANT STRIDE.
—Courtesy of State Superintendent J. Y. Joyner, of North Carolina.
A very attractive and desirable piece of apparatus may be
made as follows: Secure a pole about 14 or 15 feet long. To
the small end attach by the use of bolts one end of a wagon
axle, spindle up. Upon the spindle place a wagon wheel, and
to the wheel attach ropes, about as long as the pole. Place the
big end of the pole in the ground, 3 or 4 feet, and brace it
from the four points of the compass. The ropes will then hang
down from the wheel in such a way that the children may take
hold of them, swing, Jump, and run around the pole. The one
described was rather inexpensive. >
Be
*.
os |
e & ee
Clapboard Clapboarded.
———— Brick Underpinning.
FRONT ELEVATION
108 Kentucky ScHoon ARCHITECTURE.
5D"
Fresh air inlet 1236"
t 5
"Galvanized! Lron Casing
1 30 xe! footings
12x 124 Brick. [al
Nor EXCAVATED
WALL SECTION
FOUNDATION PLAN
A410" +
Beach BOARS: ree Te |
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Scnoot. Poort
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FLOOR PLAN
ts ee a ee ae ee
Scare OF Fear
Kenrvcky ScHoot ARCHITECTURE, 109
MICHIGAN PLANS.
=
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CLASS ROOM
ce
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Fed TTT TT TT
BE LE
WORK RM.
ILO" » T*O"
A practical plan for building facing the west.
110 KENTUCKY ScHOOL ARCHITECTURE.
By S™ 3 as
2 my
Bas
ONE-TEACHER SCHOOL.
FAO
FAO
CLASS ROOM
a
"28:0" x 1970"
ELEURISASh Ri EE
.A practical plan for building facing the east.
Kentucky ScHoou ARCHITECTURE. 111
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NEW YORK PLAN. co
FRONT ELEVATION.
REAR ELEVATION.
Kentucky ScHoou ARCIITECTURE. 115
SCH@L LaDr7
JO0'x 20"
PLS EY LE
—Courtesy N. Y. State Board of Education.
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Kentucky ScHoot ARCHITECTURE.
[6-2] Fore | 192"
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PLANS FOR ONE-ROOM SCTIOOL BUILDING.
—Courtesy State Superintendent I. G. Blair, Tllinois.
KENTUCKY ScHOOL ARCHITECTURE. 117
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SECTION-AA
Section BB in the drawing shows the manner of bringing the warm air
into the room from the furnace. Section CC shows how to bring the fresh
air in from the outside and how to return the air from the room to the
furnace. Section AA is a view of the rear of the room.
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118 Kentucky Scuoot ARCHITECTURE.
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“FOUNDATION :-PLAN /
Kentucky ScHooL ARCHITECTURE.
119
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This basement plan shows the location of the furnace, the ventilating
flue 21 by 29 inches, containing a 10-inch smokestack, the warm air flue, the
fresh air intake, the stairs to the basement, the grade line door to the out-
side, and the door opening from within the room. Part of the space above
is used for a teacher’s coatroom,
120
_[ (SMOKE PIPE
EACHERS
DESK
ICH
i |
a tee FIRST FLOOR PLAN “i
1 at —_— "26. ee
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Kentucky Scuool ARCHITECTURE.
9
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KENTUCKY SCHOOL ARGIIIPECTURE, 121
BILL OF MATERIALS.
IHinois District School.
Excavation—
Trench, 142’x2’x4’.
4 Piers, 2’x2’x4’,
Chimney pier, 1’x4’x6’.
oe eo x2". 85 cu. yds.
Brickwork---
141 5’ 9” wall, 5’ deep.
1 flue, 29”x21”x28’ high.
4 piers, 13’x13"x5’,
6 yds. sand.
5.5 bbl. lime.
5.5 bbl. cement.
Flag Pole Base—
Concrete, 2’x2’x1’. 4 cu, ft.
Chimney Cap--
Stone or concrete.
Ventilating Grates in Foundation—
5 vents, 6”x9”, cast iron.
Flue Lining—
10” iron pipe or sewer tile, 28’ high.
Woodwork—
Girders, 6 pcs., 6”x10”x12’.
Sills, 6 pes., 2”x8”x20’.
Sills, 8 pes., 2”x8”x16’.
Floor joists, 59 pcs., 2”x8”x12’,
Floor joists, 13 pes., 2”x8”x10’.
Studs, 108 pes., 2”x4”x14’.
Wall plates, 8 pes., 2”x4”x16’,
Wall plates, 4 pes., 2”x4’x18’.
Wall plates, 4 pes., 2”x4’”’x12’.
Ceiling joists, 25 pes., 2”x6”x24’,
Ceiling joists, 34 pes., 2”x4”x10’,
Rafters, 52 pes., 2”x8”x16’.
Rafters, 26 pes., 2”x4”x14’.
Rafters, 5 pes., 2”x4"x16’.
For cripples, 40 studs, 2”x4”x12’,
Roof sheathing, 1,100 sq. ft., 1”x4”.
Roof braces, 26 boards, 1”x4”x16’.
Roof shingles, 13,000.
Boxing, 2,040’x1”
Siding, 2,500°x4”.
Flooring, 1,450 ft., 1”x4”.
Cornice plancier, 225 ft., 1”x4” wainscoting.
Wainscoting, 860 sq. ft.
Lining for fuel room, 250 sq. ft. flooring.
Cornice crown mould, 234 ft. 4” wd.
Finish lumber, base, corner-boards, frieze, ridge-boards and steps,
655 ft.
122 Kentucky ScHoot ARCHITECTURE.
Doors in Frames—
Outside double doors, 4’8”’x7’x1%” G. P. Tr. 16”, 5 lights.
Inside double doors, 4’8”x7’x1%” G. P. Tr. 16”, 5 lights.
4 doors, 2’8”x7’x1%".
1 door, 2’6”x7’x1%”.
1 door, 1'6’x7’x1%”.
Outside fuel door, 2’8”x7'x1%”.
Windows and Frames—
Group of 6 windows, box frames, 2 L. 38”x38”.
2 windows, plain frames, 1 L. 32”x36”.
2 windows, plain frames, double folding sash, 1 L. 16”x44” hinged
outside.
2 windows, plain frames, single sash, hinged outside, 1 L. 10”x44”.
1 flag pole 30’ long, 5”x5” and 3”x3”, W. I. holder.
Lath, 5,100.
Plastering—
9 bbl. lime.
6 yds. sand.
15 bu. hair.
Sheet metal, hardware, painting, desks, paper hanging, decorating
walls and ceiling, heater, ventilating register, fresh air duct, black-
boards, walks.
It is impossible to state exactly what the cost of this building
will be, for the price of both material and labor differs in different
localities. Without the basement the cost will probably vary from
$1,350 to $1,650. The basement will probably cost from $250 to $300.
MINNESOTA PLANS.
The accompanying illustrations of ‘‘standard rural school-
houses’’ are furnished us by courtesy of Mr.-S. A. Challman,
State Commissioner of School Buildings for Minnesota. He
explains the word standard by saying: ‘‘I might say that as
applied to one type of building the word is hardly applicable
unless the conditions under which it is used are stated.’’ It
will be observed that Mr. Challman gives four plans for one-
teacher schools, designated to face any of the four cardinal
points of the compass. He admits, however, that there may
be four hundred or even four thousand other ‘‘standard
plans.’’
These buildings are designed rather for school purposes
than for social centers, and each one has its schoolroom
lighted from one side only, and that with an eastern exposure.
These are excellent plans, and we heartily recommend them
to those who contemplate building a modern, one-teacher
schoolhouse.
KENtTucKY ScHOOL ARCHITECTURE. 123
DESIGN NO. 1-RURAL SCHOOL BUILDING.
This type of building has been designed for a west front.
In thus locating the building, the schoolroom will have all its
windows on the east side, which is conceded to be the most
desirable source of light for a schoolroom. This gives it the
benefit of the wholesome and disinfecting rays of the morning
sun, and renders the control of light by means of translucent
shades a comparatively easy matter.
The porch is well proportioned and adds to the attrac-
tiveness of the building. It also affords some means of shelter
during inclement weather.
124 Kunrooxy ScHoou ARCHITECTURE.
“OC HOOLROOM:
SI-4'K29 412"
OC) “HEATER:
“STORES
-ROOM:
T-Ox4-4n
DOYS:
TR g LIBRARY:
W1Ox5 x12) 1IOke-2%
. “GIRLS +
-ROOM: T Room:
pees 1 Be YES LE:
| HOXS2% NAO'KEKIZ a Agee
‘FLOOR PLAN:
‘DESIGN HO 2YRK-
The building is 36 feet 8 inches by 32 feet 8 inches. The
school room for forty pupils is 31 feet + inches by 23 feet.
The ceiling is 12 feet high. The building has two coat rooms,
one for boys and one for girls.
This building is to be heated by means of ventilating room
heaters. The room heater can be made to warm the coat rooms
and library, as well as the schoolroom, by opening the tran-
soms over the doors and drawing off the cold air through the
registers near the floor.
—
Ww
uy
Kentveky ScHoou ARCHITECTURE,
DUSIGN NO, 2~RURAL SCHOOL BUILDING.
The illustration preceding shows a schoolhouse designed
to face the gouth. The schoolroom windows are on the cast
side, and the windows for the coat reoms, brary and fuel
room are on the west. A vestibule in front has three small
windows. The north or rear wall has one window. ete: 1 &
ae = ze ea
SSE eee =
fn =a2y ESTES
==
CL Ags sO Elf CLASS
ax 32
RAK
WORK ROOM
12x24
' 1
TWO-TEACHER SCHOOL.
The above plan consists of two classrooms 24x32 ft.,
which may be thrown together for an auditorium, a work-
room 12x24, and two cloakrooms.
Brick Work.—All brick to be machine made, common kiln
run brick, laid in good lime mortar. All brick work to be built
as shown on plans. All piers to average 9x21 inches, 30 inches
high above the ground and to rest upon a base to average
138 Kentucky ScHoot ARCHITECTURE.
13x25, planted upon a good, firm sub-soil. All chimneys and
flues to be built as shown on plans. For class rooms, unless
there is a heating and ventilating system installed, each chim-
ney or flue is to have double flues, one for heating and one for
ventilating, using a jacketed stove.
Carpenter Work.—All framing lumber to be sound and
square edge, merchantable yellow pine of the following sizes:
Sills 6x8, rough.
Floor joists 2x10, rough; placed 16 inches apart on center and
bridged with 1x4.
Studding 2x4, sized one edge; placed 24 inches apart on center.
Corner posts 4x6, sized one edge.
Window and door posts 4x4, sized one edge.
Rafters 2x6, placed 24 inches apart on center.
Ceiling joists 2x6, placed 24 inches apart on center.
Plates 2x4, SIS1E and doubled.
Siding %x714-inch, S181E No. 1; common, thoroughly kiln-dried,
dressed side out.
Flooring 1x4, dressed and matched.
Ceiling 5x4, dressed and matched and beaded edge and center.
The building is to be laticed all around from the ground to the sills
with 3x2 lattice S4S.
Roof, where covered with shingles, is to be scatter sheathed with
1x4 cull flooring or %-inch.boards S18.
Shingles to be No. 1 yellow pine or best cypress.
Sash and Doors.—Outside glass doors to be made as per
details shown on plans. All other doors to be cross panel,
13-inch yellow pine, without transom. Accordion doors be-
tween the classrooms are to be 3x7 ft. 6 in. and are to be hung
with McCabe accordion door hangers. Windows to be sizes
shown on plans glazed with American window glass, and
properly double hung and balanced with iron sash weights and
best quality braided sash cord No. 8.
Interior Finish All openings to be cased with 1x6 plain
or round edge casing No. 1 common, thoroughly kiln dried.
Blackboards to be built where shown on plans according to
detail sheet. Blackboards to consist of slate or some standard
artificial plate 314 feet wide and to be placed not over 26
inches from the floor, framed in with moulding and finished
with detail chalk rail. Wood blackboards will not be ac-
cepted. All rooms to have 10-inch round edge base board and
quarter round or base shoe. All rooms to have picture mould-
Kentucky ScHooL ARCHITECTURE. 139
ing placed 18 inches from the ceiling line. The vestibule
should be wainscoted, but this is not necessary for classrooms.
For finishing rooms where no wainscoting is used, place
a 2-inch wainscot cap mould and scotia on line with window
stools extending around room between blackboard and open-
ings. This moulding and all space below, including the base,
to be stained same finish as window and door casings. Win-
dow openings to be placed 6 inches from the ceiling line so as
to make 6-inch header casings come flush with ceiling line.
All angles and corners to be fitted with quarter round.
Hardware.—All doors to be hung with steel butts and
fitted with good locks. All windows to be fitted with steel
sash locks and lifts. Cloak rooms to be fitted with hat and coat
hooks.
Painting.— All exterior wood work to have two coats best
grade paint or lead and oil. Choice is given of any of the fol-
lowing colors:
1. Solid white.
2. Gray with white trimming.
3. Colonial yellow with white trimming. (Ouly colonial
yellow will be accepted.)
4+. Bungalow brown with white trimming.
All inside doors, casings, sash, moulding and wainscoting
to be finished with one coat of mission stain and a dull coat
varnish. All outside doors to be given one coat of good var-
nish stain ‘either dark oak or mahogany and finished with two
coats of spar varnish.
For the interior walls choice is given of any one of the
following colors:
1. Buff side walls and cream ceiling.
2. Light brown side walls and cream ceiling.
3. Gray green side walls and cream ceiling.
Dull coat paint is to be used on all inside walls.
\
BILL FOR MATERIAL FOR THE ABOVE SCHOOLHOUSE.
ills— Floor Joists—
cae a 120—2x10—12.
1—6x8—24. Ceiling Joists—
10—6x8—22. 34—2x8—26.
2—6x8—18. 14—2x8—14.
4—6x8— 24. 22—2x8—12.
140
Rafters—
68—2x6—18.
16—2x6—16.
Sill Casing—
250 1 ft. 1x8.
250 1 ft—24% water table.
250 1 ft—*% scotia.
Barge Board—
4—2x10—22S4S.
2—2x10—18S48.
400 L. ft. 2-inch bed mould.
Rafter ends, 70—2x6—16 S4S.
Sheeting, 2500 cull.
Shingles, 29 M No. 1.
Flooring, 3 M B.
Studding—
18—4x6—14 S.
36—4x4—-14 S.
200—2x4—-14 S§.
Plates, 60 2x4—20 SIS1E.
Ventilator—
3—2x3 ft. 6 in.
Doors—
2—Doors 3 ft. x 7 ft., 6 lights.
8—Doors 3 ft. x 7 ft—1%.
4—Doors 2 ft. 6 in. x 7 ft.,
1%.
6—Doors 3 ft. x 7 ft. 6 in,
1%.
2—Half doors 1 ft. 6 in. x 7
ft. 6 in. each—1%.
Weather boarding, 4100 ft. 4x8.
Quarter round, 1 M ft.
Picture mould, 350 ft.
Plate rail, 350 ft. %x31% RE.
1S base 400 ft. 1x8.
S base mould 400 2-in.
Kentucky ScHoot ARCHITECTURE.
S base shoe 400, %4x1%.
Ceiling, 10 M & B.
Brick, 6500.
Lime, 6 bbls.
Cement, 2 bbls.
Sand, 3 loads.
Terra Cotta Flues, 2 9-inch.
Blackboard, 6 pieces 12 feet.
Blackboard, 6 pieces 6 feet.
(All 4 ft. wide.)
Weights, 64.
Cord, 3 hanks.
Nails, 750 lbs.
Sash—
14 pr. 12x18 18CR.
2 12x16 8CR.
Mull frames, 2.
5 op. each 12x16 18 cr.
1 4 op. each 12x16 18CR.
2—10x12—8CR.
Door Frames—
2—O. S. 3 ft. x 7 ft.
4—I. S. 2 ft. 6 in. x 7 ft.
8—I. S. 3 ft. x 7 ft.
1—I. 8. 21 ft. x 7 ft. 6 in.
S. D. Track No. 2, 21 feet.
Hangers No. 72, 4.
Head and foot bolts, 4 sets.
Butts, 18 pr. 4-inch.
Locks, 15.
Closet hooks, 6 dozen.
Brackets, 4—4x6.
1—6x6—14 S4S.
Lattice, 1400 ft.
300 L. ft. 2x2—S4S.
Kentucky Scoot ARCHITECTURE. 14]
THREE-TEACTIER SCHOOL.
The above plan consists of two standard classrooms 24x32,
whieh may be thrown together for an auditorium, and two
smaller rooms for manual training, domestic science or other
classroom Work.
Brick Work.—All brick to be kiln run, machine made com-
mon brick, laid in good lime mortar. All brick work to be
142 Kentucky ScHoou ARCHITECTURE.
built as shown on plans. All piers to average 9x21 inches, 30
inches high above the ground, and to rest upon a base to aver-
age 13x25, planted upon a good firm sub-soil. All chimneys
and flues to be built as shown on plans. For classrooms, un-
less there is a heating and ventilating system installed, each
chimney or flue to have double flues, one for heating and one
for ventilation, using a jacketed stove.
Carpenter Work.—All framing lumber to be sound square
edge, merchantable yellow pine of the following sizes:
Sills 6x8, rough.
Floor joists 2x10, rough; placed 16 inches apart on center and
bridged with 1x4.
Studding 2x4, sized one edge; placed 24 inches apart on center.
Corner posts 4x6, sized one edge.
Window and door posts 4x4, sized one edge.
Rafters 2x6, with 2x7 girders. Rafters placed 24 inches apart on
center.
Ceiling joists 2x8, placed 24 inches apart on center.
Plates 2x4, S1S1E and doubled.
Siding %x7%inch, SIS1E No. 1, common, thoroughly kiln dried
and dressed side out
Flooring to be 1x4, dressed and matched B grade.
Ceiling 5gx4, dressed’ and matched, beaded center and edges, B
grade.
The building is to be latticed all around from the ground to the
sills with 3x2 lattice S48.
The roof, where covered with shingles, to be scatter sheathed with
1x4 cull flooring or %-inch S1S boards, and where covered with tin to
be sheathed with the same material solid. Shingles to be No. 1 pine
or best cypress. Tin to be best quality old style galvanized.
Sash and Doors.—Outside glass door to be made as shown
on plans. All other doors to be cross panel B grade yellow
pine, without transoms. Accordion doors between the class
rooms to be hung with McCabe accordion door hangers and
track. Windows to be the sizes shown on the plans, glazed with
American window glass, B grade, and properly double hung
and balanced with iron sash and weights and best braided sash
cord.
Interior Finish—All openings to be cased with 1x6 plain
or round edge casing No. 1 common, thoroughly kiln dried.
Blackboards to be built where shown on plans according to
detail sheet. Blackboards to consist of slate or some standard
artificial plate three and a half feet wide and placed not over
26 inches high from the floor, framed in with moulding and
KENTUCKY ScHOOL ARCHITECTURE. 1438
finished with chalk rail per detail sheet. Wood blackboards
will not be accepted. All rooms to have 10-inch round edge
base board, finished with quarter round or base shoe. All
rooms to have picture moulding placed 18 inches from the ceil-
ing line. Halls should be wainscoted four feet high, but this
is not necessary for the class rooms. For finishing rooms
where no wainscoting is used, place 2-inch wainscot cap mould
on line with window stools, extending around the rooms be-
tween the blackboard and openings. This moulding and all
space below, including the base and shoe, to be stained same
finish ag the window and door casings. Window openings to
be placed six inches from the ceiling line so as to make the
six-inch header casing come flush with the ceiling line. All
angles and corners to be fitted with quarter round moulding.
Hardware.—All doors to be hung with steel butts and
fitted with good locks. All windows to be fitted with steal
sash locks and lifts. Coat and hat hooks to furnish hall and
vestibule.
Painting.— All exterior wood work to have two coats best
grade paint or lead and oil.
Choice is given of any one of the following colors:
1. Solid white.
2. Gray with white trimmings.
3. Colonial yellow with white trimming. ((Only colonial
yellow will be accepted.)
4, Bungalow brown with white trimming.
All inside doors, casings, sash, mouldings and wainscoting
to be finished with one coat of mission stain and dull coat var-
nish. All outside doors to be given one coat of good varnish
stain, either dark oak or mahogany, and finished with two
coats of spar varnish.
For the interior walls choice is given of any one of the fol-
lowing colors:
1. Buff side walls and cream ceiling.
2. Light brown side walls and cream ceiling.
3. Gray green side walls and cream ceiling.
Dull coat paint is to be used on all inside walls.
144
Kentucky ScHoot ARCHITECTURE.
BILL OF MATERIAL FOR PRECEDING SCHOOLHOUSE.
LUMBER
Sills—
6x8—24.
6x8—20.
6x8—18.
6x8—16.
6x8—14.
6x8—10.
Floor Joists—
90 2x10—16.
8 2x10—14.
24 2x10—10.
Studding—
22 4x6—14S8.
38 4x4—148.
325 2x4—148.
Rafters—
8 2x8 32 R.
90 2x6 22 R.
Deck Rafters—
2 2x8—24 R.
8 2x8—20 R.
18 4x4—12 R.
Ceiling Joists—
37 2x8—36.
19 2x8—26.
19 2x8—20.
31 2x8—12.
Plates—
40 2x4—20 SIS1E.
Hood ee
SASH, DOORS, BLINDS
Doors—
1 front 3 ft. 6 in. x 7 ft. 6 in.
63x 7 ft. 6 in. x P—1%.
21ft. 6 in. x 7 ft. 6 in—1%.
5 2 ft. 6 in. x 7 ft.
8—8 ft. x 7 ft. x P B.
Sash—
23 pr. 10x16—18 Its.
3 pr. 10x6—8 lts.
Transoms—
1 42 in x 18 in—4 lts.
2 18 in. x 18 in.—1 It.
2 Side lights 18 in. x 7 ft. 6 in. 3 Its.
BRICK
Common brick, 8500.
Lime, 9 bbls.
Cement, 3 barrels.
Sand, 5 loads.
HARDWARE
Nails, 850 Ibs.
Terra cotta flues, 5 12-inch.
Sheet Tin, 6 sheets.
Valley tin, 72 20-in.
Sash weights, 96.
4 McCabe Derr hangers No. 72.
Sliding door track No. 2, 21 feet.
Sash cord, 5 hanks. :
Front door locks, 1.
Door locks, 11.
Butts, 19 pr:
Sash locks, 24.
Sash lifts, 48.
Sub-floor, 4 M ft. No. 2 flooring.
Cull sheathing, 3 M.
Shingles, 32 M No. 1.
Siding, 4 M B siding %x7%%.
Flooring, 4 M B.
Ceiling, 13500 5x4 beaded.
Cornice Stuff—
650 % B ceiling.
300 1x12 S48.
600 1x5%4 S48.
Crown mould, 350 4-inch.
Bed mould, 350 2-inch.
Sill casing, 280 1. ft. 1x10 S45.
Water table, 280 214x10 S48.
Scotia, 300 %.
Scaffolding, 1 M.
Porch sills, 2 2x10—20.
6 2x10—10.
Porch Clg. Joists 8 2x6—10.
Porch rafters, 8 2x4—10.
Porch plates—
75 1. ft. 2x6 S.
100 1x12.
32 14%x8 R E.
Step Lumber—
2 2x12—12 S28.
2 14%x12—12.
2 14%4x12—10.
2 1x8—12 S48.
2 1x8—10 S4s.
Head and foot bolts, 4.
Ceiling and wall hooks, 8 doz.
Window Frames—
4 Mull 5 opg. each 10x16 18
Its.
1 Twin 10x16 18 Its.
1 Single 10x16 18 Its.
3 Single 10x16 8 Its.
Out Door Frames—
1 3 ft. 6 in. x 7 ft. 6 in. Sd.
Lts.
18 in. T.
KEntTucKY ScHooL ARCHITECTURE. 145
1— 8x7 ft. Columns—
4 cased opg. 3x7 ft. 2—12 in. 9—6.
In Door Frames— 14% Box 9—6.
1 21x7 ft. 6 in. 1% 9—6.
7 3x7 ft. Balusters and rails.
5 2 ft. 6 in. x 7. 10 ft. 2% sa.
500 1. ft. 2x2 S4S. 500 1. ft. chair rail, detail.
Lattice, 1250 L. ft. 4% sqs. tin roof.
Picture mould 500, detail. 3—8 in. Galv. iron pipe 16—0.
Inside base 550, detail. Blackboard—
Base mould 550, detail. 6 pes. 10 ft. long 314% ft. wide.
Base shoe 550, detail. 5 pes. 12 ft. long 3% ft. wide.
OTHER TWO-ROOM PLANS.
EH
Weather Boards?
FRONT ELEVATIAT
TWO RPT SCHL
Wood Shingkes
Mesh vert
(feotter Boorx%s7
SDE ELEVATIOT
TWO R@VT SCHODL,
146 Kentucky Scuoot ARCHITECTURE.
Black Board? hack Board 7
24+0"
FL@R PLAN
TWO RANT SICAL,
+Courtesy Alabama Polytechnic Institute.
NEW YORK PLAN.
| CO aT CT fy |
i if an
FRONT ELEVATION
Kentucky ScHoot ARCHITECTURE. 147
Scvool Loorr
30 x20
ScHool. Poora
30 20°
aaa
CoaTrs
Booxs
LIBRARY
198°
TWO ROOM SCHOOL.
PLAN Two
SHEET NurBer 1
TWO-TEACHER SCHOOL.
—Courtesy N. Y. State Board of Education.
MICHIGAN PLAN.
148 Kentucky ScHoot ARCHITECTURE.
AV «15
Skylight Above
Vif Ate
¥
HL
]
L vi
WORK RGOM
JT
CLASSROOM
BrO'x 23-6
CLASS ROOM
LIBRARY
lox 15
Skylight Above
U
To)
U
LET
COATS
TWO-TEACHER SCHOOL.
A good plan, with spare rooms se Library, Manual Training or Domestic
cience.
CONSOLIDATED SCHOOLS.
A bulletin pertaining to School Architecture would be
manifestly imperfect and incomplete without a discussion of
Consolidated Schools and some plans and suggestions for con-
structing buildings adequate to their accommodation. Desiring
to furnish ample material for educators and school officials
who contemplate taking this progressive step in the promo-
tion of educational interests in their communities, we present
herein a number of different types of what may be regarded
a modern rural necessity. Limited space will not permit a
complete history of this rural school movement; but before the
explanatory notes pertaining to designs, floor plans, ete., are
given some general statements relative to consolidation and
community centers.
DEFINITION,
Such a deseussion is facilitated by the adoption of a
uniform nomenclature; and, while there is in this respect a lack
Kentucky ScHooL ARCHITECTURE. 149
of uniformity in the use of terms in various bulletins on this
subject, it seems wise to adopt the classification given below.
Our fellow Kentuckian, Mr. George W. Knorr, in his ‘‘Study
of Consolidated Rural Schools,’’ published by the Federal
Bureau of Education, recommends the following:
‘“A Consolidated School is one combining three or more
small district schools. It is usually located at a logical and
conveniently accessible center, * * * and provides free
public conveyance of all pupils who live beyond reasonable
walking distance from the school. There are typical con-
solidated schools and consolidated graded schools. The Typi-
eal Consolidated School has a graded or elementary course
and a two, three, or four-year high school course. The Con-
solidated Graded School has only the usual * * * ele-
mentary grades. The Union School combines two small dis-
trict schools of one or two rooms into one.’’
Betts and Hall, in ‘‘Better Rural Schools,’’ make this
comment :
“Tt is probable that the discussion here made does not
sharply bring out the difference in standards of the two: types
of school. The Union School is often set up as a measure of
sheer economy; the Consolidated School always seeks greater
efficiency.’”’
Speaking of the different terms used in different states,
Mr. A. C. Monahan, in Bulletin Number 30, issued by the U.S.
Bureau of Education, makes the following statement:
‘‘When a single school is abandoned on account of the
lack of sufficient pupils to keep it open, and the children attend
school in a neighboring district, the term ‘Consolidation’
would seldom be applied. Consolidation in its best form takes
place when schools not foreed to close for lack of pupils are
deliberately abandoned for the purpose of creating a larger
school where more efficient work may be done, or equivalent
work at less expense.”’
Then another type of school is developed in a number of
states and in several counties in our own State by a partial
consolidation. The number of grades in a one-teacher school
is limited, usually to four, five or six; and a ‘‘Central,’’ or
150 ~ Kentucky ScHoou ARCHITECTURE.
‘‘Centralized’’ school is provided for the upper grades of two
or more sub-districts. Some furnish free transportation to
these centralized schools, and others pay in lieu thereof a small
fee with which patrons may provide their own transportation.
Brier History.
It is the purpose of the writer, in a subsequent bulletin,
to publish a ‘‘History of Consolidation.’’ For the present,
however, a mere summary of its evolution and a short discus-
sion of its advantages must suffice. In the year 1869, the
Massachusetts Legislature acted favorably upon the proposi-
tion to pay out of the public school funds transportation of
children to a neighboring district school. The act was as fol-
lows:
‘Any town in the Commonwealth may raise by taxation
or otherwise and appropriate money to be expended by the
school committee (board of trustees) in their discretion in pro-
viding for the conveyance of pupils to and from the public
schools.’”’
After this modest beginning, the movement spread very
slowly. It was as late as 1889 that Indiana passed its first act
provided for free transportation to Consolidated Schools. In
this pioneer State, so far as consolidation is concerned, not
very rapid progress was made until the present century. Five
years ago (1912), the advantages had been so recognized that
there were in Indiana nearly 600 Consolidated Schools dis-
tributed throughout 73 of the 92 counties of the State. Ohio,
Massachusetts and other states followed; then the movement
rapidly spread to the West and South, until now there are
very few commonwealths of the nation that have not availed
themselves of this means of improving rural conditions.
It is a notable fact that consolidation is becoming very
popular in the South, particularly in states whose social, finan-
cial and educational conditions have long been similar to our
own; and no record can be found that any community having
tried the plan has ever returned to the old system. Tennessee
reports that in the past year thirty-six counties took steps to-
KENTUCKY ScHOOL ARCHITECTURE. 151
ward consolidation. State Supervisor J. T. Calhoun of Missis-
sippi, reports in Bulletin Number 10, on consolidation and
transportation, that there are in his state 64 counties using
725 wagons to convey 14,643 children to 290 Consolidated
Schools, where they recite to 977 teachers. The total enroll-
ment in these schools, including those close enough to walk,
is 33,037. He adds that:
‘“‘The most costly schools of Mississippi are the small one-
room country schools. The cost per pupil in these schools
even with a low salary for the teacher is usually much greater
than in any large school of the State.’’
State Supervisor C. J. Brown, Louisiana, says the one-
room school is passing as the ox-cart. In that Southern State,
says Mr. Brown:
‘‘Out of 2,800 schools, there are 818 Consolidated Schools,
or more than one-third of the total number. The one-teacher
school has decreased in number until less than one-fifth the
total number of teachers and pupils are to be found in schools
of this kind.”’
There were in operation last year 420 wagonettes and
auto busses, which carried approximately 10,000 children to
school daily. These are mentioned that the reader may see
that it is not only in the North and East that consolidation has
been successfully accomplished.
Kentucky, in this as in some other educational matters,
has been rather conservative. It is generally known that,
while some other counties were close seconds, Mason was the
first to establish a really successful Consolidated School. This
was established at Mayslick in 1911. Though there are oth-
ers in the county now and in various counties scattered over
the State, this first of its type in a proud Commonwealth is
still flourishing and becoming more popular every year.
In fact, it has grown until a recent letter from the Bureau
of Education said that it is probably the largest in the
country.
152 Kentucky ScHooL ARCHITECTURE.
Rurau Lire PRoBLEM.
In the rural schools of America between six and seven
million children come from the farm. It is a palpable fact
that the welfare, not only of every American citizen, but of
every American enterprise, depends almost entirely upon the
success of one tremendous industry—agriculture. No human
agency can accomplish half so much in improving rural and
agricultural conditions as the country school. Yet this im-
portant factor, which alone can vitalize and elevate the rural
home has been sadly neglected. Without doubt, the gravest
domestic problem that confronts our country today is that of
rural education; and it is almost universally conceded by spe-
cialists in rural educational activities that consolidation is
the most important factor in the solution of this problem.
On the front cover of a recently published ‘‘ Consolidation
Bulletin,’ Mr. J. B. Arp, of Minnesota, uses this language:
“Until my State and your State provides for its country
boys and girls the same advantages in education that it offers
freely to its boys and girls of the cities and towns, and makes
it possible for the rural children to get this education without
severing the sacred ties of home, this boasted Democracy of
ours is but a delusion and is in fact a government for the
benefit of the favored few instead of a government ‘of the
PEOPLE, BY the PEOPLE, and FOR the PEOPLE.’ ”’
This is a positive statement from the far West, which ap-
plies with equal force in our Southland boasting of its democ-
racy. It has long been our firm conviction that the very poor-
est child from the humblest home in’the most obscure com-
munity is entitled to the best instruction the State can furnish.
That Christian philanthropist, Robert C. Ogden, a short time
before his death, said to a great throng of Southern educators
at Nashville, Tennessee:
‘“We are here in the interest of our common country and
our common humanity by command of the little child.”’
Then he added that the poorer and more dependent the
child, the more absolute the command.
Kentucky Scuoou ARCHITECTURE. 153
While the consolidation of schools is not a panacea for
all the ills that schools are heir to and not even practicable
in some sections, the subject is worthy of the most careful
study of school people throughout the State. Not all one-
teacher schools can ever be replaced by consolidated schools.
In many sections, especially in Eastern Kentucky, the moun-
tains, rivers and other natural barriers, which have long con-
spired to produce irregular attendance and the consequent
notoriety for illiteracy, will necessarily retard the progress
of transportation to and from school. Yet, in counties where
the roads and other conditions are at all favorable, it is
earnestly recommended. Tlowever, it should not be inferred
that a perfect boulevard is an absolute requisite to. consolida-
tion. Some of our best and most successful schools of this
kind are conducted in spite of the obstacle of bad roads. Good
schools and good roads naturally go hand in hand.
Experience has shown that where consolidation is tried,
the citizens will soon improve the roads. If the roadg are too
muddy for horses, they are certainly too bad for children.
Some ADVANTAGES.
In our ‘‘Report on Four of the Best Consolidated Counties
in Indiana,’’ based on personal observation the past winter, we
made the following statement: ‘‘We are of the opinion that
except in a limited way, consolidation is not practicable in
rough, mountainous country where the natural barriers would
interfere materially with transportation, but that wherever the
county is level enough and the roads good enough for a child
to be transported to a central school without being too long
on the way and thereby consuming too much time in travel,
consolidation is desirable. This is eminently true of all the
counties of Central Kentucky and many other sections of the
State. The roads in the Bluegrass counties of Kentucky are
much superior to any roads that we saw in Indiana. In
the language of Superintendent Hooker, of Tippecanoe county
(Indiana) :
‘‘Good roads improve transportation; improved transpor-
154 Kentucky ScHoou ARCHITECTURE.
tation makes possible consolidation of district schools; con-
solidation invariably improves the schools!’’
Briefly stated, other advantages are as follows:
First. The consolidated rural school secures better build-
ings, better equipment, better teachers, better attendance, more
sanitary conditions, greater school spirit and greater efficiency
along all lines.
Second. This type of school may become, and almost in-
variably does become, a community center and a rallying point
for all the educational, moral and industrial forces of the com-
munity.
Third. While the difference in cost between the one-room
school ‘system and the consolidated system is very little, if any,
the advantages of the larger school are so much greater that
they more than compensate for the difference in cost, should
there be any. One school official of wide experience assures
us that the actual cost of all consolidation and transportation
is no greater than that of the one-room schools formerly in the
same territory.
The approved facilities for manual training, domestic
science and agriculture alone, will compensate any community
for the establishment of a consolidated school.
' eee ra ie uF fi i i i ‘ t
J GEE nates poo s hay : It
Cost oF TRANSPORTATION,
Referring to the cost of consolidation and transportation,
we quote the following pertinent statement from former State
Superintendent Eggleston, of Virginia:
“Tt has been proved beyond contradiction that the cost
per month per pupil in daily attendance in the small schools
before consolidation is greater than the cost per month per
pupil in daily attendance after the consolidation of these
schools. The only correct basis on which to figure the cost
of a school is the attendance of the children. It is the child
present in, not the child absent from, the school, that counts in
reducing the cost. It is the child absent from, and not the
child present in, the school, that counts in increasing the cost.
Any other basis of estimating the cost is absurd, illogical and
utterly foreign to the real purpose of school levies.
Kentucky Scuoou ARCHITECTURE. 155
“After all else has been said, the best argument for con-
solidation and transportation is that they get more children
into school, keep them there better and for a longer time, and
give them opportunity for more rapid progress.’’
It may be added that loyal American citizens, patriotic,
God-fearing Kentucky men and women, should not, and cer-
tainly do not, look for the cheapest way of providing the
proper education for their children. Even if the Consolidated
School costs more in every way, the mere fact of its unques-
tioned superiority must commend it to favorable consideration.
ComMMUNITY CENTER.
There is no better means of developing the community
center idea, fostering civic pride and cultivating a spirit of
co-operation, than by a well-organized, well-housed Consoli-
dated School, complete in its equipment and manned by a
strong faculty of teachers in sympathy with rural life and
understanding the needs of a rural community. ‘‘No perma-
nent agriculture can ever be built in America,’’ says Alfred G.
Arvold, of Dakota, ‘‘unless those who engage in it find their
social expression in the community in which they live.’’ It is
said that the U. 8S. Department of Agriculture recently sent
hundreds of letters to farmers’ wives throughout the country,
and that answers from every quarter of the continent told
a story of ‘‘social starvation.’’ Modern civilization has been
making the grievous mistake of building great cities at the
expense of the country.
President Aley of the National Education Association
said to the Conference of State Supervisors at Kansas City,
that he had little patience with the ery, ‘‘Keep the boy on
the farm.’’ This would be the greatest calamity to the country,
and contrary to the fundamental principles of democracy upon
which our Government rests. Yet, to continually rob the
country of those who produce will eventually weaken the
social and economic and industrial fabric that forms the very
basis of our national existence. The union of half a dozen
school districts enlarges the vision of young and old, and the
community spirit thus developed will invariably vitalize and
democratize the social affairs of the whole people.
156 Kentucky ScuHoou ARCHITECTURE.
CoNCLUSION.
It seems useless to waste words in an effort to present
arguments in favor of an institution that is proving its effi-
ciency in forty-three states of the Union, as well as in various
provinces of Canada and other countries. The greatest obstacle
is the condition of the average country roads. Statistical re-
ports recently published place Kentucky eighth among the
states in the percentage of her surfaced roads, and ag high as
fifth in the total of surfaced road mileage. So with the rapid
progress in road building throughout the State, it is confidently
hoped that Kentucky will soon take her place among the
American commonwealths as the peer of any in the develop-
ment of rural life. Ag no successfully Consolidated School,
so far as is known, has ever returned to the old way, with
several Kentucky counties now trying it with great success,
and with numerous others contemplating the introduction of
this system at an early date, consolidation is surely beyond
the experimental stage.
A MODEST START TOWARD CONSOLIDATION IN
THE MOUNTAINS.
Kentucky ScHoou ARCHITECTURE, 157
PROGRESS IN CLAY COUNTY, 1912.
TWO SCHOOLS CONSOLIDATED.
158 KENTUCKY ScHooL ARCHITECTURE.
FOUR-ROOM SCHOOL BUILDING,
Muhlenberg County, Kentucky.
Da
LOADED TO START HOME, W. VA.
KENTUCKY ScHoou ARCHITECTURE. 159
AUD I TOFIUM
“DO TAGE,
CLASS Room
OLECONQ FLoor PLAN
MANUAL DOMESTIC
TISALNING SCIENCr
&L-OCARk Room CLOAK Room
[] CLASS Room
I
FIn ST FLOOR PLAN N° 5B
Practical floor plans for a four-room school with auditorium, manual train-
ing and domestic science rooms.
—Courtesy State Superintendent W. F. Feagin, Alabama.
Missing Page
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Kentucky ScHoot ARCHITECTURE. 163
THE NEW WAY.
—Courtesy Studebaker.
164 Kentucky ScHoot ARCHITECTURE.
THE CONSOLIDATED SCHOOL.
By Edw. P. Shurick, of Shurick & Sansen Co., School Architects,
Duluth, Minn.
It is not to be expected that the average citizen of the
State of Kentucky has even fairly begun to understand that a
great revolution is going on in the Rural Schools of his own
State and those of the whole United States; but most rural
teachers, and especially the County Superintendents, see clearly
what is coming, and also realize the danger that accompanies
any such change when plans are hastily made or imperfectly
carried out.
It has been known among all educators for years that the
typical Rural School of the United States with one teacher
and a one-room school building, trying to educate boys and
girls through the so-called common branches, or the first eight
grades of elementary school, is a failure when it comes to a
sufficient and practical education of this age, for the varied
duties of life. The reasons for that failure are so simple that
any thinking person can understand them.
First of all, the average Rural School teacher is com-
pelled to hear, daily, from twenty to thirty classes; and her
recitations seldom exceed fifteen minutes in length, while many
of these classes recite but five or ten minutes each, and then
for an hour and a half, or even longer, are thrown upon their
own resources in studying without any assistance or super-
vision. Now, that the teacher should be able to. hear a recita-
tion and assign a new lesson in the short space of five to
fifteen minutes, and do it properly, is absurd, for there is no
teacher born who can perform a miracle of that kind. Again,
no, teacher is an expert along the various lines of learning such
as reading, geography, grammar, history, civil government,
physiology, drawing, music, arithmetic, composition, agricul-
ture, and a number of other subjects taught in elementary
schools, and, therefore, cannot teach all of them with complete
success. Furthermore, it takes a different type of personality
to teach a primary grade from what it does to teach an inter-
mediate or grammar grade, or high school. Therefore, teachers
Kentucky ScHoot ARCHITECTURE. 165
who make a success in handling one class of students, make
a failure of the other, because the nature of the one-room
school prohibits any specializing. In the third place, there is
only a nominal supervision of rural teachers, where a county
superintendent looking after one hundred schools tries to
really supervise such schools.
There are many other defects in every Rural School, but
the three main points I have covered. If the one-room school
is so defective, why were so many built? The answer is simple.
In the settling of the American Continent, especially in the
West and the Mississippi Basin, the rural populaton was so
scattered that often only a few families could be found in a
township and it was hard to bring pupils enough together to
make even a one-room school. Then, too, land values were
low, farmers were often poor, and an expensive school could
not be maintained by direct taxation.
In working out and adopting a set of standards for the
Consolidated School, it will be well to remember that we must
provide teachers for them who have the same qualifications
and experience as those of high and graded schools in the
cities. They must teach industrial work, such as manual
training, agriculture and domestic science, in addition to the
usual common branches; and special rooms must be provided
to teach these subjects to the best advantage. Transportation
wagons should meet the approval of the State, and be both
safe and comfortable in all kinds of weather; drivers should
furnish bonds for faithful performance of their duties, and
forfeit the money if they fail or refuse to comply with all
reasonable directions of the School Board. At first sight it
appears that such a rigid adherence to State regulations is a
serious interference with local rights and desires, and that it
might lead to extravagant and useless spending of money; but
when a person stops to consider that permanent school build-
ings of this type must meet the needs of the next twenty years,
and that in that time there will be a natural growth and change
in educational ideas and ideals, it is economy and wisdom to
adopt such plans as educational leaders and experts are willing
to recommend, and not let a local School Board pass judgment
166 KeEntTucKY ScHoot ARCHITECTURE.
upon technical and professional matters with which no one
of them may have had the least experience.
Now in regard to the building itself, we find numerous set
standards which govern their erection. A great mistake has
been made by many districts erecting buildings which never
can be increased in size, should the occasion demand. It may
be. that in less than three years it will be necessary
to build an addition to the structure; so we should erect a
building that will meet their requirements. To architects who
have made a close study of schools this building is known as
the ‘‘Unit Type,’’ and is so constructed that it has the general
appearance of a complete structure, while in reality it is just
a part of the general unit scheme. (See plate.)
Figure 1. CONSOLIDATED SCHOOL. ;
-—Courtesy Shurick & Hansen, Architects, Duluth, Minn.
We have selected, to illustrate this article, one of our
‘Unit Plan’’ Consolidated schools with an east or west front-
age; and this building, as shown here, should never be con-
structed facing north or south, but an entirely different plan
be adopted. This building has been constructed several times
and has always fulfilled the general requirements of a Con-
solidated School. It will, no doubt, be advisable before going
into detail, to outline some of its main advantages. We wish
to call attention to Figure No. 3. You will see four little circles
around the letter ‘‘A’’ on the second floor plan. The space
marked ‘‘Auditorium’”’ on the plan is large enough to accom-
modate about four hundred pupils, but in many instances it
is necessary to seat a good many more; and when this becomes
a necessity, the partitions marked ‘‘A’’ are rolled up, throwing
Kentucky ScHoot ARCHITECTURE. 167
the entire space occupied by the auditorium, high school, study
room and recitation room into a large hall, capable of seating
over 750 people. This feature alone is one of the best argu-
ments for this plan. As high school work increases to a full
four-year term, it will be necessary to have larger space in the
high school study room. This can easily be secured by rolling
up the partition marked ‘‘A,’’ and throwing the recitation
room and high school study room into one.
The exterior of the building is constructed of brick with
hollow tile backing; and all so-called ‘‘gingerbread’’ is left
off, the main object in view being to construct a good, service-
able building for the least possible money. In the past it has
been customary to place beneath the school a large basement,
where the toilets and boiler room were located. Today, how-
ever, this has proved unnecessary, and the window lighting
of the basement was never satisfactory. We now place the
toilets and boiler room upon the first floor, and this practically
does away with the old-fashioned basement entirely under-
ground, and we simply carry the walls down into the ground
far enough to prevent frost from doing any damage to the
structure.
To thoroughly understand the working of the ‘‘Unit’’
BOILER.
ROOM
CORRIDOR,
MANUAL
TRAINING
DOMESTIC SC.
Figure 2, FIRST FLOOR PLAN,
building, refer to Figures No. 1. This shows the arrangement
of a building to provide for 140 pupils, and has in addition
to its four classrooms, a manual training room. ‘domestic
science room, boiler room, principal’s office, library and girls’
and boys’ toilets. This is known as the ‘‘FOUR ROOM UNIT,”’
168 KENTUCKY SCHOOL ARCHITECTURE.
El
ty--@.-..--—---
REG.
HIGH ScHOoL
GR CLASS RM LEO f
jt 1 = es i 1
F rr ee ee
Figure 3. SICOND FLOOR
and is the type of building erected in localities where the as-
sessed valuation is around $200,000.00. It has every modern
convenience for a school of this size, and will represent an ex-
penditure of about $20,000.00. We will now suppose that the
district, after two or three years, finds it necessary to increase
the size of the building so as to accommodate 210 or 220 pupils,
and to put into force certain high school facilities. When this
necessity arises, they simply let contracts for the erection of
two additional class rooms on the first floor as shown in Figure
No. 4, thereby giving them facilities for the number of pupils
enrolled, at very little additional expense, due to the fact that
no tearing out or alterations need be made to the first unit-—
just simply building on the additional space. When the growth
of the school requires more space, proceed in like manner and
i rie
oy CLASS RM
‘Homnetben} a
| = CORRIDOR cos |
wl ui —F4 qecllecee
MANUAL
| TRAINING
J 1
AUDITORIUM
| CLASS RM
=
J eres
Jt
S
=
va
FUEL
er
L
|
GIRLS WG
‘TT Storage fé
Figure 4, FIRST FLOOR PLAN
Kentucky ScHoot ARCHITECTURE. 169
add two class rooms to the second floor, as shown in Figure
No. 5, which will then make the building equipped for 280
ta-- a ————
OE ey Oy pe ek
tree. P18
CLASS RM HIGH SCHOOL = = TST CLAS WM
| i | afl i is
Figure 5. OLCOND FLOOR
pupils. If, in years to come, it is deemed advisable to increase
the building still more, additional classrooms can be crected
at the points marked ‘‘B’’ in Figure No. 3, giving all neces-
sary facilities, perhaps until such a time as the structure itself
has outlived its usefulness. This method, known as the ‘‘Unit
System,’’ is the best way to erect Consolidated Schools; and
as it costs no more than other inferior methods, we heartily
recommend it.
““Will a Consolidated School cost more?’’ This is a ques-
tion often asked. Yes, it may—that is really to be expected.
Even with a liberal State aid, the farmer cannot expect a
modern school to be maintained on the old tax levy. People
must look upon money spent for education as an investment.
Yes, an investment in human souls. People in a Consolidated
School district readily see that while the school costs a little
more, they get their money’s worth. Those who honestly want
a larger and better school service are advised to visit some
of the schools now in operation. Consolidation is becoming
more popular every day.
170 Kentucky ScHoot ARCHITECTURE.
“DESIGN NOU
CONSOLIDATED SCHOOL BUILDING.
(S. A. Challman, State Commissioner of School Buildings, Minnesota.)
The consolidated school is one expression of the com-
munity ideal. In so far as the school can serve the legitimate
needs of the community, it should seek to provide the means
whereby the community ideal may be realized. At the present
time we are applying the term almost exclusively to the rural
districts and attempt to embody in the school the progressive
educational features which it is hoped will make rural life
more desirable and efficient than it is possible to secure in
the one-room rural school.
In order to provide for the most urgent needs within the
smallest space, this design of a consolidated school building
has been worked out. It aims to provide in the most economical
manner for the various functions of a small modern school.
Its outward appearance gives evidence of simplicity of con-
struction, and yet it possesses that balance of proportion and
outline which suggests refinement and discrimination. Its
interior arrangement is characterized by providing for all the
KENTUCKY SCHOOL ARCHITECTURE. 171
features of school and community activities on one floor.
Realizing that where but two teachers are employed and these
teachers have charge of the academic, industrial, and moral
training of pupils, the Department of Education has sought
to provide a plan whereby the industrial work can be carried
on in the closest proximity to the schoolrooms, and with the
possibility of immediate supervision of the teachers at almost
any time.
This building is designed to face west and afford ample
room for industrial and academic work for a school of eighty
pupils. The outside dimensions are 75 feet by 62 feet 6 inches.
PLATTORN
SCHOOL ROOM:
HALL-
cI
“Coal Ron:
* SCHOOL ROOM
-ASOEN
LY
-Coat Room:
“GIRLS TOWeT: - Bors as
“HOME ECONONICS + - LUNCH “LIBRARY:
+ MANUAL TRAINING»
:
The floor plan shown above provides for a corridor 11 feet
6 inches wide, nearest the door, and 16 feet 6 inches wide at
the entrance to the schoolroom. A drinking fountain is placed
in the corridor. Immediately upon entering the building, the
library is to the right and the lunchroom, or diningroom, to
the left. The library is 17 feet by 12 feet and is placed near
‘FLOOR PLAN
+ DLOIGN NO.15 +
‘WALK
172 Kentucky ScHoou ARCHITECTURE.
the entrance so as to be easily accessible to the people of the
community. In a school of this type, one of the older pupils or
some person in the community would naturally be selected as
librarian and would be in charge during certain hours each
day. Books needed for reference in the schoolrooms would be
in cases in the schoolrooms. The library would be available
for committee meetings and small gatherings and could be
opened as a reading room, where magazines, agricultural
journals, and newpsapers would be kept on file for the people
of the community, as well as for the children in school. The
lunchroom is also 17 feet by 12 feet, and while not large, will
afford sufficient space for serving a warm lunch by dividing
the children into two groups and serving each group at
separate times. The home economics room, or kitchen, immedi-
ately adjoins, and is a room 21 feet 9 inches by 18 feet. This
room could be used to take care of the possible few who might
be crowded out of the lunchroom. The kitchen is arranged
so as to have its own chimney which makes possible the instal-
lation of a kitchen range. It is equipped with hot and cold
water. The manual training room is the same size as the home
economics room, and has an outside entrance of its own. The
toilet rooms are each 21 feet 4 inches by 7 feet 8 inches. Toilets
may be placed in basement or elsewhere, and this space used
for pantry and storeroom for manual training. The coat-
rooms are 25 feet 8 inches by 7 feet, each. The schoolrooms
are standard size for forty pupils, each, and are 31 feet 4
inches by 23 feet. Every room is well lighted and ventilated.
The two schoolrooms may be combined into an assembly
room which will seat comfortably two hundred people, if
movable furniture for the schoolroom is used; and this form
of school desks is recommended for this school. At the ex-
treme south end is a platform 23 feet long and 9 feet 5 inches
wide. This platform is 18 inches above the floor level of the
schoolrooms and is shut off from the schoolroom by two series
of hinged doors or by a rolling partition. Thus by merely
combining the schoolrooms and the platform, this assembly
room becomes available at any time for joint exercises by the
children of both rooms, for lectures, evening entertainments,
Kentucky ScHooL ARCHITECTURE. 173
concerts, social gatherings, agricultural meetings and other
activities of a similar nature.
The basement is only partially excavated and is used only
for the heating plant, engine and pump. The building is heated
by means of a low pressure steam system and has a gravity
system of ventilation with ample indirect radiation. A fan
system can readily be installed with only slight changes in the
general arrangements.
The water supply and the sewage disposal system for
this building are designed so as to insure the most sanitary
conditions possible. These features, however, must be worked
out independently for each locality, and the advice of the
State Board of Health should be secured before installing
either plant.
DAYTON CONSOLIDATED Coe Cco., INDIANA,
os , 000.
—Courtesy Superintendent Hooker.
‘layooH JUepuejuriedng AseyIN0D—
‘VNVIGNI “OO AHONVOHddIL “IOOHOS GHLVAIIOSNOO YHOLINOW
; m ‘ ‘19yoOH JUepusejuyIedng Ase}nN0O—
VNVICNI “OO HZONVOUddIL "IOOHOS GHLVAIIOSNOD IONGYUOWLNOW
‘AMONINGM ‘ALNNOD NOSVW “IOOHOS GHLVAIIOSNOD NOLONIHSVM
SCHOOL ACTIVITIES, MAYSLICK.
Consolidated School, Mason County, Ky.
—(Photos by S. J. Morgan.)
178 Kentucky ScHoot ARCHITECTURE.
A TYPICAL TRANSPORTATION WAGON USED IN CON-
VEYING CHILDREN TO CONSOLIDATED SCHOOLS.
—Courtesy Studebaker.
Transportation wagons are usually designed to accommodate
from twenty to thirty children. Many of these wagons provide
for adequate heat and ventilation. A half-dozen wagons convey-
ing a hundred and fifty enthusiastic children to a modern con-
solidated school is an inspiring sight.
KENTUCKY SCHOOL ARCHITECTURE. 179
LAW GOVERNING CONSOLIDATION OF SUB-DISTRICTS ;
TAX AND TRANSPORTATION.
(Sections refer to Common School Law, 1916 Edition.)
§ 80. Consolidation of Sub-districts—The County Board
of Education of any county shall have power to consolidate,
with reference to the needs of either white or colored children,
any two or more contiguous school sub-districts, and in case of
such consolidation school houses shall be built or acquired,
located at some point convenient to the patrons of such
consolidated school sub-district, and of sufficient capacity to
accommodate the pupil population of each consolidated school
sub-district, and such schools shall be called and known as
consolidated schools.
Shanklin, etc. v. Boyd, etc., 146 Ky., 460.
OPINION OF THE ATTORNEY GENERAL,
It would be the duty of the County Board of Education
to select some point nearest the center of the district which
would be the most convenient to the pupils of all of the con-
solidated districts.
§ 81. One Trustee for Consolidated School.—Such consoli-
dated school shall have one trustee who. shall be elected at
the same time and in the same manner, and whose duties and
powers shall be the same as sub-district trustees.
§ 82. Teacher Elected—How.—Teachers for such consoli-
dated schools shall be employed in the same manner as teach-
ers for school sub-districts.
§ 83. Trustee or County Board Member Not to be Finan-
cially Interested.—No trustee nor member of the County
Board of Education nor County Superintendent shall be finan-
cially interested, directly or indirectly, in any contract for the
purchase of land, the erection or repairs of any school house,
the furnishing of supplies or equipment, or the employment
of any teacher; and any of said officers so offending shall be
guilty of an indictable misdemeanor and on conviction shall be
fined not exceeding five hundred dollars, or imprisonment in
the county jail not exceeding six months, and shall forfeit his
office.
180 Kentucky ScHoot ARCHITECTURE.
§ 84. Consolidation and Transportation—Power to Vote
Taxes.—The County Board of Education shall have power to
lay off a boundary including a number of sub-districts and
submit to the voters in that boundary the proposition of a tax
sufficient to provide for the consolidation of the schools within
that boundary and the transportation of pupils to and from
said consolidated school. Said proposition for taxation may
be submitted to the voters at the regular election for school
trustees, or at any other time decided upon by the County
Board of Education, provided that not less than thirty days’
notice be given of said election. When such a tax is voted in
such consolidated district for local school purposes, it shall
remain and be collected annually in accordance with the pro-
visions of law until repealed by a vote of the people at an
election called and conducted in the same manner in which
the tax was voted.
DECISIONS OF THE COURT OF APPEALS.
Sections 157 and 158 Constitution, as to the amount of
property and poll tax that may be levied, have no application
to the property or poll tax voted for school purposes under
authority of valid election.
Nor is there any limit on the number of elections that
may be held to increase the tax to such a sum as will be suffi-
cient to accomplish the purpose of the legislature.
By a vote of the people the tax may be reduced or abol-
ished.—Christopher v. Robertson, et al., 164 Ky., 262.
A petition assailing a school election should point out
specifically the grounds upon which it is attacked.
When there has been a full, free and fair school election
and the voters understand the question to be voted on and
have ample notice of the time and place when and where the
election is to be held, there seems little reason for disturbing
the election on mere technical grounds.—Travelstead v. Ray,
Sheriff, etc., 169 Ky., 706.
OPINION OF THE ATTORNEY GENERAL.
There is no power given to the County Board to change
the boundary of a consolidated district until such a time as
the people by their votes declare that the tax shall be at an
end.
§ 85. Local Expenses—Meaning—In the notices of an
election for the purpose of voting a tax to provide for the con-
solidation of schools, the term ‘‘local expense’’ shall include
the transportation of students to and from the said congoli-
KentTucKY ScHOooL ARCHITECTURE. 181
dated school; and where sub-districts have already been con-
solidated according to law, and tax has already been voted in
said consolidated districts for local expenses, the term ‘‘local
expenses’’ shall be construed to include the transportation of
children in such cases.
§ 86. Transportation Further Provided For—In dis-
tricts consolidated under existing laws the County Board of
Education shall have power to provide for transportation by
local taxation or out of county funds, or otherwise, when, in
its judgment, such consolidation is more economical than the
creation of an emergency school, or when an emergency arises
in a sub-district making it impossible for a school to be taught
in that district.
LAW GOVERNING CONSOLIDATION OF GRADED
SCHOOL DISTRICT WITH SUB-DISTRICTS.
§ 145. Consolidated Schools May be Formed.—(1) When-
ever it becomes desirable on account of geographical or other
conditions to establish a consolidated school, composed of a
graded common school and other adjoining common school
sub-district or sub-districts, the board of trustees of such
graded common school shall have authority to enter into con-
tract with the County Board of Education of the county in
which said graded common school district is located, to estab-
lish, operate and maintain such consolidated school. The con-
tract when made shall be in writing, and shall stipulate in full
and complete terms, the number of years such contract shall
exist, the employment of teachers, the arrangements of the
course of study, and all other arrangements necessary to the
successful conduct of such consolidated school.
(2) The expense of the transportation of pupils to and
from such consolidated school may be provided for jointly by
the graded common school, and the sub-district or sub-dis-
tricts annexed or by the sub-districts alone.
(3) The tax for the transportation of pupils by the sub-
districts concerned shall be voted, levied and collected in the
same way and at the same time that other consolidated schools
vote levy and collect a tax for the same purpose. (See See.
84, notes. )
182 Kentucky ScHooL ARCHITECTURE.
LAW GOVERNING THE ERECTION OF SCHOOL BUILD-
INGS IN SUB-DISTRICTS AND CONSOLIDATED
DISTRICTS.
(Sections refer to Common School Law, 1916 Edition.)
District TAXATION.
§ 129. Tax May be Levied by Fiscal Court—Collector—
Treasurer.—(1) It shall be the further duty of the County
Board of Education to estimate and lay before the fiscal court
of the county the educational needs of the county in accordance
with such estimate, and said county shall levy a tax for school
purposes not to exceed twenty cents on each hundred dollars
of assessed valuation of property in the county, and a capita-
tion tax, not exceeding one dollar, and the sheriff shall then
collect this tax as other State and county taxes are collected:
Provided, no tax for school purposes shall be levied under this
act upon property in cities and towns maintaining a first class
system of public schools in which all grades are already taught
to the satisfaction of the State Board of Education, and upon
property in school districts which are made exempt as pro-
vided for in section 77 of this act.
(2) When the tax so levied shall have been collected by
the sheriff of the county, he shall turn over to. the County Su-
perintendent, who shall act as treasurer of the County Board
of Education, the amount of money so levied and collected,
and the county board shall expend the money so received in
the building, improvement and equipment of school houses, for
the purchase and condemnation of necessary real estate, for
the payment of teacher, purchasing necessary supplies and the
extension of the school term in the various sub-districts
throughout the county, as in their judgment as a county
board the needs of the individual schools for white and colored
pupils demand.
(3) The County Superintendent shall give such special
bond as may be approved by the county court.
(4) No fund shall be paid out except on the order of the
county board, signed by the chairman and countersigned by
the secretary.
KENTUCKY ScHOoL ARCHITECTURE. 183
DECISIONS OF THE COURT OF APPEALS.
Where the Fiscal Court has made a levy for educational
purposes, all the property and persons subject to the tax at
the time it is levied must pay the same under the levy made
by the Fiscal Court, and that new graded schools can not be
established or the boundary in existing schools extended so
as to defeat for the common school the collection of the tax.
laid by the Fiscal Court.—Board of Education, etc. v. Givens,
etc., 147 Ky., 837.
School Tax—How Collected—Certification by County
Clerk—A school tax is in reality a State tax.—Ramsey v.
County Board of Education, 159 Ky., 827.
The imposition of poll tax for school purposes is con-
stitutional. It is the duty of the Fiscal Court to levy a poll
tax as requested by the Board of Education.—Fiscal Court,
etc. v. Board of Education, etc., 138 Ky., 98.
A sheriff’s sale for delinquent school taxes held pre-
sumptively valid—White v. McIntosh, 145 Ky., 59.
The County Board of Education, held, entitled to be
made, on petition, a party to an action involving the dis-
tribution of school funds.—Board, etc. v. Allin, 121 S. W., 676.
The sheriff must pay over the whole sum collected for
school purposes to the Board of Education. * * * His com-
pensation may not be taken from the school fund. His pay
is a charge against the general expense fund of the county.
An action by the Commonwealth for the use of the county
to surcharge a former sheriff’s settlement is a direct attack,
authorized by the statute, and may be brought if not barred
by the five year statute of limitations—-Commonwealth for
Use, etc. v. Mackey, 168 Ky., 58.
§ 181. Local Tax Election Every Year—Tax Voted for
Three Years.—(1) The question of sub-district taxation may
be submitted to the legal voters of the sub-district every
school year; or when the amount, object and length of time
are distinctly stated to the voters, the tax may be voted at
one election to continue three successive years.
(2) The proceeds of such tax shall be expended for any
of the following purposes: Purchasing lot, building, repairing
or furnishing the school house, supplying the same with il-
lustrative apparatus, the extension of the school term, supple-
menting the salary of the teachers, or other local school pur-
poses: Provided, that the purpose or purposes for which the
tax is to be used shall be set out with exactness in the notices
advertising the election; and provided, further, that when
one of the purposes set out in the notices is the erection and
furnishing of a school house or in supplementing the funds ap-
propriated by the county board of education for that purpose,
184 Kentucky ScHoot ARCHITECTURE.
and two-thirds of all the persons voting on the proposition
vote in favor of the tax, such election shall authorize the
county board of education, in their corporate capacity, to
borrow a sum of money sufficient to supplement the county
funds in erecting and furnishing said school house; and pro-
vided further, that the sum so borrowed shall not exceed an
amount that can be paid in three years at the rate of taxation
set forth in the notices advertising the election.
§ 97. School Buildings and Repairs—(1) The County
Board of Education shall have the power to purchase, lease
or rent school sites, to build, to repair and to rent school
houses, purchase maps, globes, charts, school furniture or other
apparatus necessary to the efficient conduct of the schools of
the county and said County Board is hereby vested with the
title, care and custody, of all school houses, sites, or other
property belonging to the districts of their several counties;
and when, in the opinion of the board, any site for school
house has become unnecessary, they may sell and convey the
same in the name of the County Board of Education.
(2) It shall have the power to receive any gift, grant
or donation for the use of the schools within their respective
counties; and all conveyances of real estate which shall be
made to said County Board of Education shall vest the prop-
erty in said board and their successors in office for the use
and benefit of the schools of the county.
(3) It shall have the power to condemn any real estate
necessary for school purposes in any district and may proceed
to do so in the manner provided for by law for the condemna-
tion of lands for railroad purposes.
DECISIONS OF THE COURT OF APPEALS.
Voluntary payment of rent of school house. Supplies
frunished by teacher can not be recovered from school board.
—Noble, etc. v. Williams, etc., 150 Ky., 439.
The authority to select the site for school house rests
solely with the County Board of Education; its actions in
that respect will not be disturbed by the courts unless it is
made to appear that the board has, in the selection of the
site, abused a sound discretion.
The County Superintendent being now a member of the
Board of Education, the right of appeal to him has been
withdrawn. —Vincent, etc. v. Edmonson, etc., 169 Ky., 34.
Kentucky ScHooL ARCHITECTURE. 185
§ lll. Titles to Land—(1) in the acquisition of land
as a site for a school house, the title thereof shall be made in
fee simple to the County Board of Education and the titles
to the land now used for sites for school houses shall, at the
earliest possible time, be perfected by the County Board of
Education.
(2) Any reversionary interest in any land now used as a
site for a school house shall not deprive the county boards of
the school house or other improvements thereon.
DECISIONS OF THE COURT OF APPEALS.
School Districts—Conflicted Boundary—Right to Railroad
Tax—Contemporaneous Construction—Errors Corrected.—Trus-
tees, etc. v. Board, etc., 141 Ky., 126.
Land Conveyed for School Purposes—Rights Acquired.—
Evans v. Cropp, ete., 141 Ky., 514.
: Under section 111 the trustees (now County Board of Edu-
cation) shall take fee simple title and they can be restrained
from collecting a tax for the repair or improvement of a
school house, located on land owned by them jointly with
several lodges, and with a reversionary interest in the
grantors.—Dawson, etc. v. Trustees, etc., 115 Ky., 151.
The failure of the parties to acknowledge the deed or
have it recorded does not affect his validity, and is not ma-
terial in the determination of its effect.
Conditions subsequent are not favored in, and are strictly
construed because they tend to destroy statutes.—McElroy
v. Pope, 153 Ky., 108; Wright & Taylor, etc. v. Board, etce.,
151 Ky., 560.
OPINION OF THE ATTORNEY GENERAL.
The County Board of Education has the power to pur-
chase a school site with the building already erected on same.
§ 118. Securing Site, Erecting and Locating School
House—Damages for Injury to Property—Passways—Tolls—
Pikes—(1) The County Board of Education may take land
by purchase or donation for the purpose of erecting thereon
a school house, provide for and secure the erection of the same,
construct such out-buildings and enclosures as shall be con-
ducive to the protection of the property and comfort and de-
cency of the pupils and teachers; make repairs and provide
the necessary furniture and apparatus; but the said county
board shall not buy for such use property in which it is either
directly or indirectly interested.
186 Kentucky ScHoot ARCHITECTURE
(2) It shall have power to recover for any damages that
may be done the property in its charge, and it may change the
location of the school house, sell or dispose of the old site, and
use the proceeds thereof towards procuring a new one.
(3) If it can not agree with the owner of any land most
suitable for a school house site as to the price and terms of
purchase and sale thereof, it may have the same condemned,
in the manner provided for condemning lands for the use of
railroad companies; and cause a deed to the land by a com-
missioner to be made to the county board and its successors ;
which deed shall be duly acknowledged and recorded in the
office of the clerk of the county court; and thereupon the fee
simple title to said lot shall vest in said county board and its
successors in office; but it shall not have the right to con-
demn any private property which is used by the owner as a
residence, garden, orchard, or burying ground. The quantity
of land thus condemned shall in no case exceed one acre.
(4) A majority of the school electors of any district,
within thirty days after the location or site has been selected
by the county board, may appeal from the decision of the
county board in the location of the school house, or site for
the same, to the County Superintendent of the county, whose
decision in the case shall be final.
(5) In such location it shall be made as near as practi-
cable to the center of the district as will be convenient of ac-
cess to all the inhabitants of the district; and the trustees shall
make provisions for such roadways or passways to the school
house as will accommodate all the pupils who may be entitled
to attend, and may apply to the county court having juris-
diction to open the same as other roadways are opened for
public necessity and convenience. But where there is no road
or passway from the residence of any pupil to the school house,
it shall be lawful for such pupil, in attending school, to walk
over the land of any person between the residence of such
pupil and the school house.
(6) No toll shall be collected of any pupil child for travel
upon any turnpike road while attending a common school.
§ 118a. Donations——(1) That the governing boards of the
Kentucky ScHoot ARCHITECTURE. 187
respective school district of this Commonwealth be and they are
hereby empowered to receive real and personal property by gift
or by will, in fee, or for limited uses or in trust, if the same be
for use in the cause of education in whole or in part within
their respective districts; and shall hold, use and administer
said limited use funds and trust funds, principal and interest,
in strict accordance, with the terms of the respective instru-
ments of gift or trust, and no part thereof shall ever be used
for any purposes other than those provided therein.
(2) Every vote upon the use or investment of anv of said
funds shall be by call of ayes and nays and the record shall
show how each member voted.
(3) The principal of said funds shall be invested and
reinvested from time to time by the board in the bonds of any
city, county, State or district which has not defaulted its in-
terest within twenty years, or in loans secured by first mort-
gage on real estate worth at least double the amount so loaned
(but no such loan shall ever be for more than said property
was assessed for taxes the preceding year), or in the pur-
chase of substantially improved income-bearing real estate,
taking the title in the name of said board as such trustee.
But no loans shall ever be made to or real estate
purchased from or sold to any member, officer or employe of
the board, or to one who has been a member, officer or employe
within one year.
(4) Said board shall make an itemized statement under
oath of all receipts, disbursements, assets and investments of
each and all such funds separately in January of each year
and file same in the county court, and shall publish a notice
that it has done so, at least once a week for two weeks, in a
paper of general circulation in the district, if there be such a
paper, and in addition shall post a copy of such notice on the
door of the school house, if it be a rural school district, or at
the door of the city hall or court house, if it be a city district.
At the next regular county court after the two full weeks,
the report shall stand for exception or confirmation as any
other fiduciary report to said court.
(5) Any member of said board who shall vote for, and
188 Kentucky ScHoot ARCHITECTURE
any officer of said board who shall certify to or draw a check
for an appropriation in violation of this act shall thereby be
and become liable for the restoration of the amount of such
wrongful appropriation, such liability to be enforced in an
action brought by the board or by any citizen of the district
or by the Superintendent of Public Instruction of the State,
and in addition thereto shall be guilty of malfeasance in
office and upon conviction shall forfeit his office and may,
for each offense, be fined not less than $50.00 nor more than
$1,000.00, or imprisoned from one year to five years or both so
fined and imprisoned in the discretion of the court—one-half
of said fine to be paid over by the collecting officers to said
board.
§ 115. Size and Value of House—Furniture—(1) Each
school house, including the site, furniture, apparatus, shall
have a property value of not less than one hundred and fifty
dollars.
(2) Each school house hereafter erected shall have a
floor space of not less than ten square feet to each pupil in the
district; shall be at least ten feet between floor and ceiling;
shall have at least four windows, one or more fire places,
with chimneys, made entirely of brick or stone, or a sufficient
number of stoves or other heating apparatus with safe flues,
to warm the room in coldest weather, one or more doors, with
locks and keys, which shall be kept during the vacations by
the sub-district trustee, who shall be liable for any damage
occurring on account of neglect.
(3) The County Board of Education shall furnish each
school house with at least the following articles of furniture
and apparatus, and the teacher shall, at the close of the school
each year, deliver a complete inventory of the said articles to
the sub-district trustee: Teacher’s desk and chair, a seat,
patent or otherwise, with back, for each child, the height of
the seat and its back to suit the age of the child; no desk or
bench to be made to accommodate more than two children;
writing desks for all pupils; blackboard space of at least fifty
square feet; water stand; and the County Board of Education
may furnish gong or call bell; terrestrial globe, wall map of the
KENTUCKY ScHooLt ARCHITECTURE. 189
world, wall map of the United States, and a wall county map
of Kentucky and such charts upon reading, writing, phy-
siology, etc., as the County Board of Education may select;
and the County Board of Education is authorized to have
said houses and furniture insured against damage by fire or
other casualty, the expenses incurred from such insurance
to be paid out of the funds raised for general county pur-
poses.
DECISION OF THE COURT OF APPEALS.
A contractor has no lien on a school house he builds nor
has he a right to remove it from the lot—Ramey v. White
School Dist., etc., 124 Ky. 96.
§ 116. Plans to be Approved by Superintendent.—No
school house shall be erected in any sub-district or county in
this Commonwealth unless the plan thereof shall have been
submitted to the County Superintendent and approved by him,
and it is hereby made his duty to acquaint himself with the
principles of school house architecture, and in all his plans
for such structures to have due regard for economy, conven-
ience, health and durability of structure.
190 Kentucky ScHooL ARCHITECTURE
lyre GRADED AND HIGH SCHOOLS.
HAIR ROOM
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Kentucky ScHooL ARCHITECTURE. 191
SCHOOL ROOM — Ie SCHOOL. ROOM
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FIRST FLOOR PLAN
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GOOD PLAN FOR EIGHT-ROOM BUILDING WITH BASEMENT.
Kentucky ScHoot ARCHITECTURE.
192
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196
Kentucky ScHoou ARCHITECTURE.
GRADED AND HIGH
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Kentucky ScHooL ARCHITECTURE.
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Kentucky Scuoou ARCHITECTURE. 199
GRADED AND HIGH SCHOOL, FORT THOMAS, KENTUCKY.
The building contains 25 rooms with auditorium, gymnasium, domestic
science room, lunchrooms, manual training room, library, chemical and
physical laboratories; boys’ and girls’ locker rooms, and boys’ and girls’
ey oe in the basement. The building is situated on sixteen acres
of ground.
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202 Kentucky ScHoot ARCHITECTURE.
ASHLAND SCHOOL, LEXINGTON, KENTUCKY.
This school, situated on Ashland avenue, takes its name
because of its proximity to the historic ‘‘Ashland,’’ the home
of Henry Clay. It is one of the most modern ward school
buildings in the South.
It comprises eight regular classrooms, ‘with adjoining
cloakrooms, two manual training rooms, two domestic science
rooms, two offices, three lavatories, a storeroom, a large
auditorium-gymnasium, a teachers’ rest-room, a reading-room,
boiler-room, a roof playground and hallways thirteen feet wide,
extending the full length of the building. It is of the best
quality of brick, with floors laid of two and one-half inch
pine.
Classrooms.—The classrooms are twenty-five by thirty-
two feet,. with a twelve-foot ceiling. This affords a seating
capacity of forty-eight pupils with sixteen and two-thirds
square feet of floor. space per pupil and two hundred cubie
feet of air space.
The light enters each room from one side only, through
five windows eight by three feet eight inches. The windows
extend from the ceiling to within four feet of the floor.
Each room is provided with two hundred square feet of
blackboard. These boards are of the best quality of slate
and are placed at such a height that the children can use the
entire surface of the board. .
The classrooms and also the offices and cloakrooms are
supplied with fresh air by a system of flues with aspirating
coils. The system is such that the air is completely changed
two and one-half times every hour.
The building is heated by steam. A one-pipe dry system
with a down-draft boiler is used. The steam condenses into
water, which returns to the boiler through the return pipe and
is used again, thus saving both water and fuel.
Domestic Science-—The two rooms for the domestic
science work are used for instruction in sewing and cooking.
The sewing room is furnished with twelve tables, chairs, ward-
robes and machines. The cooking room is equipped with
modern fixtures. It is arranged so that twenty girls may be
Kentucky ScHoou ARCHITECTURE. 203
accommodated at the same time. In addition to these fixtures
are a gas range, fireless cooker and refrigerator.
Manual Training.—The manual training rooms are
equipped with sixteen double-vised desks and sixteen sets of
tools. There is an adjoining storeroom for lumber and unfin-
ished products. This shop is filled with busy boys five days in
the week.
Gymnasium-Auditorium.—In the rear of building on the
first floor is the assembly room. It is forty-four by fifty-four
feet, and is furnished with a movable stage, folding chairs, and
gymnasium apparatus. It will accommodate four hundred and
fifty people. This room is used every morning by the kinder-
garten department. They are supplied with tables, chairs, a
piano and a victrola. In the afternoons the room is used for’
physical training, basket-ball and other athletic sports. It
may be used also as an assembly room, and may be designated
as the gymnasium-auditorium-kindergarten-social-playroom.
Roof Playground.—aA specia! feature of this building is
the roof playground, situated over the auditorium. It is sur-
rounded by a decking or brick wall four and one-half feet in
height and is covered with battleship linoleum. This space
is entered from doors through the upper hall. It will probably
be converted later into an oper-air schoolroom.
Other Features.—In addition to the above, may be men-
tioned adequate hallways, lavatories, rest-room, store-room,
offices, electric bells and electric lights, water fountains on
each floor, glass doors for the classrooms and vacuum clean-
ers. The furniture is of the most modern type, all the seats
and desks being movable and adjustable. No desk in the en-
tire building is fastened to the floor. The first and second
grade and kindergarten rooms are supplied with tables and
chairs.
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Kentucky ScHoot ARCHITECTURE. 205
ASHLAND AVE ANDERSON & FRANKEL
WARD SCHOOL ARGHTS - LEXINGTON Ky.
LEXINGTON Ky
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Kentucky ScHoot ARCHITECTURE,
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Kentucky ScHoot ARCHITECTURE. 207
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GROUND FLOOR PLAN, NEW LINCOLN SCHOOL, ERIE, PA.
—Courtesy W. b. Ittner, Architect, St. Louis. Revised January 30, 1917.
208
Kenrucky Scuoon ARCHITECTURE.
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—Courlesy W. B. Ittner, Architect, St. Louis. Revised January 30, 1917,
209
Kentucky ScHoot ARCHITECTURE.
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210 Kentucky ScHoot ARCHITECTURE.
A MODEL HIGH SCHOOL.
From report of High School Supervisor McHenry Rhoads.
In attempting to outline what a model high school should
be, it is not intended to convey the notion that perfection
is in any sense meant. Models may be improved by study and
experience. It is rather desired 10 describe those conditions
where it is believed the best results are possible of attainment
in high school work. A model high school may very well be
described under the four general divisions of eavironinent,
structure, equipment and administration.
JENVIRON MENT.
The problems of location are widely different in the
country and the city, yet in either case the same general
principles will hold. A model high school building should be
located so as to have ample grounds, both for adornment and
use. The front should be ornamental and attractive, and the
rear grounds should be large enough to afford space for athletic
activities. In the city ample space should be had between the
building and adjacent structures. In the country, where pos-
sible, a grove of shade trees should be secured for the school
site, the building to be located in an open space so as to get
plenty of sunlight and air under good conditions.
In cities the schoo] should be located in the residence dis-
trict rather than in a factory or industrial district, for obvious
reasons. In the country, woodlands are to be preferred to open
fields. However, where shady groves cannot be had, quick
growing shade trees should be planted at once, and cared for
attentively until a shady, well ordered front lawn is assured.
The yard should slope away from the building in all di-
rections, with a gradual decline that will be restful and pleas-
ing. A high school may be placed on a hill, provided the top
has sufficient fairly level space for building and grounds.
Ornamental enclosures, whether necessary for protection
or not, add to the attractiveness of the grounds, and may con-
sist of a type of fencing or walk ways, or both. The essential
point in the environment of the high school is to have it so
that a sense of fitness and appropriateness will be readily sug-
Kentucky ScHoot ARCHITECTURE. 211
gested and a sense of appreciation for the beautiful be inei-
dently wrought into the lives of the pupils attending the high
school.
STRUCTURE.
While the location, as described above, is very important,
the building uself is much more so. The plan of building,
with reference to light, heat, sanitation, health and general use
is, or should be, the center of study and interest.
Of course all high school buildings should not be the same
size, nor planned alike. They should be of sufficient dimen-
sions to provide for present needs and possible future needs
for a few years. It is not very good business policy to build
for the present only, nor is it wise to provide for too long a
time in the future. In the first condition additional accommo-
dations would have to be soon undertaken and in the second,
changes in educational demands might necessitate changes in
buildings already constructed.
In addition to a sufficient number of classrooms every high
school should have a study hall that will seat forty to fifty
per cent. more pupils than the present demands call for. This
should be arranged for assembly meetings as well as study
purposes. This plan gives continuous use of the larger room
and is preferable to the assembly room alone, which is generally
used for a few minutes each day. When it is possible to have
both, it is sometimes advisable to plan that way.
There should be sufficient recitation rooms, so that classes
should not be larger than thirty pupils in any one subject. Less
than that number is to be preferred in most classes. Twenty-
five is a good average. The class rooms and study hall should
give sixteen square feet of floor space to each person in the
room. The ceilings should be high enough to give approxi-
mately three hundred cubic feet of air space for every person
in the room.
The light should be admitted from the left side, and where
possible, from above.
In the matter of heating, steam heat with a ventilating
system which secures continuous fresh air in the rooms is
212 Kentucky ScHoot ARCHITECTURE.
probably the most regular and satisfactory. Hot air, with a
forced circulation, giving fresh air, is possibly more expensive
than steam heating, but is quite satisfactory when the system
is properly installed. Hot water is a good way to heat a
building where continuous heat is desired, but is not thought
to be the best for school buildings. Where the school house is
small, and it is necessary to use stoves for heating, a venti-
lating stove should by all means be used. There are some
very satisfactory makes of this character of heating and ven-
tilating to be had on the markets.
A private office for the principal and rest rooms for the
men and women teachers, as well as an emergency room for
sick pupils, are necessary accessories to a model high school.
Lavatories and toilet rooms may be placed in the base-
ment, on each floor or in a special room adjacent. When in
the basement this room should be well lighted and ventilated,
with high ceiling and plenty of aii space. Too much cure
cannot be exercised in this direction. In cities and towns, base-
ments, where practicable, should have ceilings high enough for
gymnasium work. In the country, the outdoor athletic field
may supply the need of a gymnasium, though it is undeniably
better to have a gymnasium here for physical culture drill in
bad weather. Utility should be kept in view always.
EQUIPMENT.
A high school is not equipped for use when the seats are
bought and put in, as some appear to think. The blackboards,
though placed in while the building is under construction, are
a part of the equipment. A model high school has blackboards
on two walls of each room.
A recitation room arranged for thirty pupils should have
not less than one hundred and fifty feet of blackboard space.
The boards may be three to four feet in width. Three and a half
feet is the preferable width. Single desks are to be preferred
above double desks. It affords opportunity for individual work
and reduces the temptation to converse with one’s neighbor
at improper times.
A well selected, usable library should be a part of the
Kentucky ScHoot ARCHITECTURE. 213
equipment of not only a model high school, but of all high
schools. This should consist of reference books and special
information on subjects taught in the high school. For work
in literature and history a more general lst of reading ma-
terial may be used. For general culture a still more general
classification may be made. Standard works only should be
allowed in a high school library.
For the teaching of science a laboratory is needed for al-
most any department taught, but this is especially true for
physics and chemistry. In fact, there is but little use in at-
tempting to teach either of these sciences without some labora-
tory equipment. Good work, however, may be done in either
with an inexpensive apparatus. Some apparatus is also essen-
tial in teaching the other sciences, though not so extensive as
that for physics and chemistry.
The course of study of a model high school gives some
time for industrial education. This is more or less extensive
as the high school is able to carry on this part of the work.
In some instances it may consist only of industrial drawing
and elementary exercises in wood work; in others it may reach
all forms of wood work, with simple lessons in domestic science
for girls, while in still others it may take on all forms of in-
dustrial education at present recognized as valuable for either
boys or girls.
A model high school also furnishes instruction in commer-
cial subjects for the use of those who may desire to prepare for
service in that useful field of labor.
While the domestic arts and sciences are given for the
benefit of the girls, the ornamental and decorative side of art
education is found in the cirriculum of the model high school.
This usually consists in a complete course in drawing, both
free hand and constructive, designing, decorative and orna-
mental art instruction. This course may be taken by both
boys and girls, though it usually appeals more strongly to
girls.
Special apparatus is made for these various forms of in-
dustrial education, from the tools for manual training to the
models for the decorative art instructor.
214 Kentucky ScHoot ARCHITECTURE.
Maps, charts, globes, special motion apparatus are essential
to the successful teaching of physiography and allied subjects
which a model high school affords instruction in, and are a part
of its equipment.
Demonstration apparatus for the instructor’s use is essen-
tial for all science teaching, and the model school has it.
- The teaching of mathematics can be made more interesting
by simple apparatus designed to aid the eye in discerning form
and relations.
The teaching of language possibly needs less of what is
technically called apparatus than any other subject, but even
in this very important work a certain kind of equipment is of
advantage.
In this day and time a model high school has a well
equipped gymnasium for physical culture work and other forms
of athletic activities. This calls for laboratories and shower
baths, so essential after physical exercise.
In view of the new conditions in modern life, the present
day. high school can hardly be called a model unless it has
a large lunch room or dining room where pupils may eat their
noonday luncheon. It would approach nearer a model if meals
and lunches could be procured by the pupils at cost. This is
more easily accomplished and possibly more necessary in the
city than in the small town and country. At any rate, a
lunch room should be a part of a well-planned high school.
A model high school seeks to serve the community which sup-
ports it, in an intellectual way, in an industrial way, in a social
way. It should be so constructed and equipped as to meet all
these requirements.
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Kentucky ScHoot ARCHITECTURE. 217
HIGH SCHOOL, DAWSON SPRINGS, KY.
An excellent type of new building for graded or high school
with modern conveniences. The unilateral lighting system has
been adopted throughotit the building.
Kentucky Scuoot ARCHITECTURE.
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—Courtesy Wm. B. Ittner, St. Louis.
Kentucky ScHoon ARCHITECTURE. 223
MARION COUNTY, INDIANA, SCHOOLS.
Many problems confront the architect of modern school
buildings, for school architecture of necessity must march
abreast with advancement in education.
Provision for domestic science, domestic art and various
manual training activities for boys must be made.
A gymnasium with its running track and swimming pool
adjoining is an urgent necessity in high schools of today.
Attention must be paid to sanitation, proper heating and
ventilation and up-to-date artificial lighting.
The building must be designed to use the space economi-
eally and to provide every possible convenience. The theory
of unilateral hghting must be followed.
Often the building must be designed with provision for
future extensicn without injuring its appearance or arrange-
ment.
The photographs and floor plans which follow show in
an interesting way how these problems have been solved.
LOGANSPORT HIGH SCHOOL.
The high school building is located in Logansport, a town
of about 25,000 inhabitants in northern Indiana, and the Wash-
ington Township building is a consolidated graded school lo-
cated in a prosperous farming conmunity northwest of Indian-
apolis. Both of these buildings are designed for future ad-
ditions.
For their attractiveness, both buildings depend largely
upon dignity of outline, proper spacing, and skillful use of
materials rather than heavy ornamentation. Both buildings
very appropriately have their chief interest centered in the
entrances.
These buildings are both of English Gothie architecture of
simplified form.
The Logansport building is fire-proof throughout, being of
reinforced conerete. The exterior is faced with dark red brick
with Bedford stone trimmings.
224 Kunrucky ScHOoL ARCHITECTURE.
The interior woodwork is reduced to a minimum and is
of white oak, simple in design. The classroom floors are of
maple and the corridors and stair treads are of a sanitary com-
position flooring material.
The various needs of the school are well taken care of
from well-lighted classrooms for domestic science, domestic
art and manual training in the basement, the complete gym-
nasium with running track, and sanitary swimming pool to the
auditorium, seating one thousand people, teachers’ rest room,
principal’s office and convenient class rooms on the floors
above.
The building is heated and ventilated with waat is known
as the ‘‘split system,’’ which is automatically controlled. The
boiler is located in a detached building in the rear of the school
building. Toilet facilities are ample, including showers for
both boys and girls.
The building is lighted with elcctricity, and provision
is made in the auditorium for motion picture or sterioptican
equipment.
WASHINGTON TOWNSHIP BUILDING.
The Washington Township schcol, while presenting an en-
tirely different problem, is quite as complete and as skillfully
handled as the larger building.
Its construction is of brick and steel with fire-proof cor-
ridors and stairways. Its exterior is faced with matt-faced
brick with stone trimming. The corridors and treads of stair-
ways are of white encaustic tile.
Modern ideas of sanitary finish have reached a climax in
this school with metal trim without mouldings for doors
and windows and metal cove base at the floor line.
The entire basement with plenty of light and air in every
room is devoted to domestic science, domestic art and manual
training.
The boiler is located in a sub-basement with fuel room un-
derground accessible for filling from above. The heating sys-
tem is what is known as direct indirect which brings fresh
air directly into each room and heats it before distribution.
Kentucky ScHoot ARCHITECTURE. 225
A deep well furnishes water for the building, and a septic
tank makes a sanitary disposition of sewage. The toilet rooms
are complete in their arrangement. The building is lighted
with electricity, and the country girls, who are pupils there,
contrary to all precedent of their ancestors, may learn to cook
with electricity, as well as otherwise.
FRED DOUGLAS SCHOOL.
The Fred Douglas school is a one-story negro school build-
ing for one of the outlying districts in Indianapolis and shows
that even a small building may be attractive in appearance.
Designs and descriptions furnished by Herbert L. Bass &
Company, architects, of Indianapolis, Indiana.
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Kentucky ScHoot ARCHITECTURE. 227
CONSOLIDATED SCHOOL, WASHINGTON TOWNSHIP, MARION
COUNTY, INDIANA.
—Courtesy H. L. Bass’& Co., Architects, Indianapolis.
BASEMENT PLAN.
228 Kentucky ScHoot ARCHITECTURE.
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PLUMBING.
Nothing affects the sanitary condition of a building so much
as its system of plumbing. Marvelous improvements have been
made in sanitation during the past decade. Perhaps this ap-
plies with greater force to matters of plumbing than to any
other item of building. This fact may be revealed by the in-
spection of any modern school in comparison with one erected
ten years ago. As it is commonly understood that plumbers
are not affected with any undue degree of modesty in the mat-
ter of charging for their services, it is well to employ a good
one who has made a careful study of the subject as it applies
to school buildings.
Closets and Urinals——In this work no technical discussion
of the subject is attempted; but a few suggestions are given
which will serve somewhat as a guide to those who contemplate
building. The subject of plumbing in its broad signification
includes a variety of subjects, the most important of which are
toilets, urinals, etc. One essenial in the toilet room is plenty
of light. If possible, it should be so arranged that the direct
rays of the sun may enter the building during a considerable
portion of the day. This is particularly true, as sunlight has
a powerful effect in the matter of destroying various germs
of disease. In order to obstruct the view from the outside, it
is recommended that frosted or ground glass be used in the
toilet room windows. If this can not be easily obtained, a light
coat of paint on the inner side of the glass will suffice. It is
found best to put urinals nearer the main entrance to toilet
rooms and the latrines or closets at a point more remote from
the door.
There are various forms of urinals—troughs, stalls, etc.,
but it is recommended for reasons of hygiene, as well as mor-
ality, that stalls be used. Under these may be a narrow slot
through which the flushing water and ventilating draft may
enter. The water is caught in the trough below and thus car-
ried to the drain pipe. Care should be exercised to secure a
substantial material for partitions. A good quality of smooth
slate, marble, or glass may be used. If glass is used the plates
should be so ground as to render them non-transparent. Glass
234 KENTUCKY SCHOOL ARCHITECTURE.
is especially recommended because it is easily cleaned, and will
not absorb impurities.
Walls should be of tile, glazed brick or enameled plaster.
A good, cheap material is a firm, smooth cement plaster covered
with white enamel paint that will withstand water applied with
a hose pipe. The ceiling should also be as impervious to air as
possible, to avoid the passage of unhealthful gases into the rooms
above. It is assumed that the toilet rooms are in the basement.
For toilets various forms of seats are used. Some builders
prefer stationary seats to be used in connection with an auto-
matic flush tank. However, what is now regarded ag one of
the best fixtures is a seat that when pressed down by the
weight of the body fills the flush tank above. Then when the
weight is removed, the water is released. This is a safe in-
surance against carelessness on the part of pupils, and resulting
insanitary conditions.
There are various methods of disposing of sewage. In
towns which provide a public system of sewage, it is a simple
matter. In communities that do not have this convenience, the
suggestions in the article of Dr. Curry will be found of
benefit. (See page 235.)
Two of the most important features in connection with
school toilets are thorough ventilation and a sure, rapid disposal
of waste matter. Care should be taken to have the ventilating
system independent of that which supplies the classrooms. It
may be of interest to note that in many of the German schools
the regulation of flushing the toilet is accomplished by a kind
of clock, which is set so as to flush the pipes at times correspond-
ing to those for intermissions. These clocks are similar in con-
struction to the ordinary program clocks, which are now very
common in this country.
Lavatories—It is highly important to have all toilet
rooms, public or private, supplied with lavatories. Various
types can be obtained, but for most schools those of porcelain
enamel are suitable. They not only afford children a means
of keeping clean, but teach lessons of cleanliness. (For use
with them, we recommend liquid soap in dispensers and paper
towels on rolls or in cases.)
Kentucky ScHooLt ARCHITECTURE. 235
Shower Rooms.—Most modern high school buildings, and
many others equipped with gymnasiums, have in connection
therewith ample provision for shower baths. This is a com-
paratively inexpensive convenience and one that should not be
neglected. Adjacent to the shower room should be small
dressing rooms, toilets, ete. Entirely separate apartments
should be provided for both sexes.
SEWAGE DISPOSAL FOR THE SCHOOL.
B. P. Curry, M. D., State Sanitary Engineer.
As discussed in the chapter on water supplies, the natural
enemies of man, the germs or seed of disease, come chiefly
from our own bodies.
Pure air, pure food and pure water are essential for our
welfare, and the very best way to safeguard these is to destroy
the body discharges in such a way that there is no chance for
them ever to come in contact with things that we eat, drink,
breathe, swallow or handle. It is as essential for the school
house and grounds to be clean and sanitary as it is for the
home. Most of the cases of hookworm, stomach-worms, round-
worms and many of the other bowel diseases such as typhoid
fever, diarrhoea, etc., are contracted by children at school.
Rural school houses of the past have been very poorly provided
for with regard to sewage disposal. The old style open, un-
sanitary and foul-smelling surface privy, or even a fence corner,
a nearby thicket or gully, has done duty year in and year out,
until every inch of the premises has become saturated with
filth and its products. It is no wonder that hookworms, which
live in the mud surrounding such places, abound, and typhoia
fever germs get into the water supply. Flies and domestic ani-
mals and poultry, the feet and hands of the children, a heavy
rain or a melting snow, aid in disseminating the infectious ma-
terial.
Several forms of sanitary privies have been devised, all of
which require more or less attention. The most successful is
the one recommended by our own State Board of Health in its
bulletin of May, 1916. The accompanying cut is taken from
236 KENTUCKY SCHOOL ARCHITECTURE.
that bulletin. Figure shows the Kentucky privy for one sex only.
Two of this type would be necessary at a school.
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KENTUCKY SANITARY PRIVY.
For information, write Dr. D. P. Coe State Sanitary Engineer, Bowling
reen.
They will give satisfaction if properly constructed and
operated. The concrete tank in the ground must be absolutely
water-tight and the drains must be put not deeper than 12
KENTUCKY ScHOOL ARCHITECTURE. 237
inches from the top of the ground. In this privy all body dis-
charges, and even the toilet paper, that enter the tank are liqui-
fied and destroyed. The liquid overflows into the drain tiles
and from them seeps out into the ground through the crevices
between the tiles. A bucket or more of water must be thrown
through each seat opening daily so as to break up and sub-
merge any floating masses. No. odor will occur in a Kentucky
sanitary privy if floating masses are not allowed to accumulate
on the surface of the water under the seats. A good quality
of toilet paper must be used and the privies should be kept
clean at all tomes. The tank will seldom or never need cleaning
out if no sticks, rocks or other trash be thrown in it. If this
should happen, the first compartment only, which is easily ac-
cessible, may have to be cleaned.
In many communities the school boys themselves have built
their own school privies; and, having built one, and under-
standing its operation, they are more likely to want to help keep
it at all times clean and free from abuse.
The Bulletin of the State Board of Health above referred to
will be sent to any citizen of Kentucky without cost if a request
is sent to them at Bowling Green. It gives clear, simple draw-
ings and instructions as to the building of the various designs
of privy for home or public use.
CARE OF BUILDING.
It is extremely bad business to build a good house and per-
mit it to go to waste and decay for lack of proper attention.
It should be remembered that a ‘‘stitch in time saves nine.”’
Men are sometimes found occupying the position of school
trustees who are scrupulously careful in taking care of their
individual property but extremely careless in regard to. that
of the district. Public school buildings should not be so neg-
lected.
There is great necessity for keeping the school house in
good condition, not solely as a matter of economy, but for the
reflex influence upon the children themselves. It is so natural
for them to partake of the nature of their surroundings. Then,
an old dilapidated building is a standing invitation, especially
238 Kentucky ScHooL ARCHITECTURE.
to a boy, still further to mark and mutilate the. property.
Studying the psychology of this act, we can account for the
many defaced walls and doors in ill-kept school buildings,
toilets and work rooms.
A good janitor, or caretaker, is more difficult to find than
is a good teacher. Many of the more progressive states pay
higher salaries for janitor service than we do; and really it
is a good investment. A man of a higher order of intelligence
than those usually employed in the South, one with a knowl-
edge of mechanics, and more especially of the laws of hygiene
and sanitation, if moral, sober and industrious, is worth more
than the shiftless, illiterate fellow often employed. Such a
man will take a pride in keeping a building clean and in other-
wise assisting the principal. He can keep the time, sound the
gong, and assume some responsibility for discipline of boys in
the basement, playroom, toilet and elsewhere.
Floors, walls, stairways, doors and windows should be kept
thoroughly clean. Floors and walls of basements should be
of such construction as to have the hose turned on when needed.
A good quality of floor dressing should be used to prevent
dust, but it should be ‘‘spread thin’’ and not allowed to ac-
cumulate in spots and become ‘‘gummy.’’
Brooms and feather dusters should never be used. A bristle
floor brush should be used instead of a broom; and specially
prepared cloth, or ordinary cheesecloth, should be used for
a duster. This should be slightly saturated with furniture
polish or floor dressing, and should be rubbed over the surface
of furniture instead of being used as a ‘‘duster’’ in the old-
fashioned way.
The best means employed for removing the dust and other
particles from the room is the vacuum cleaner. The many dif-
ferent systems on the market range in price from a few dollars
to several hundred. The large ones may be operated by elec-
tricity or whatever power may be used to run other mechanical
apparatus about the building. As to choice, we commend to
the public Polonius’ advice to Laertes, ‘‘Costly as thy purse can
buy.’’
CONTENTS.
Foreword..
Acknowledgments
Introduction... 2...
The Architect
Site
Water Supply
Sanitary Requirements ......
Cost and Material
Foundations
Doors
Floors
Roofs
IBASCMENES. Acton Ae Te Ale ease a a gant Pea ac
Entrances, Corridors, etc.
SUBIR WAM S soc co civ n dsl voscce hae ear eee eee es eae Sana setb eats
Class Rooms ............-.--
Heating .............
Ventilation
Orientation ..
Lighting
Manual Training =
Domestic Science
Assembly Rooms
Gymnasium ........
VaADrary.. sses::ssaeceee:
Painting ..........
Decorations .........
Equipment
Drinking Fountains ..
Fire Protection and Insurance
Deadening
Physical Education
Play Grounds
Play Ground Apparatus
School Gardens
Teacher’s Cottage
One-Teacher Schools ..........
Two-Teacher Schools
Three-Teacher Schools
Other Two-Room Plans
Consolidated Schools
Law Governing Consolidation
Law Governing School Building
Graded and High Schools
A Model High School
Additional Plans for High Schools
Plumbing ...
Sewage Disposal for the School
Care of Building
104
131
141
145
148
179
182
190
210
215
233
235
237
THE STATE JOURNAL COMPANY
Printer to the Commonwealth
Frankfort, Kentucky.
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