INTRODUCTION.

Since the publication by the Bureau of Education of Bulletin (1910) No. 5, entitled "American Schoolhouses" much progress has been made in school architecture from every point of view. In this revised edition such changes and such additions have been made in the text as will, it is hoped, bring this progress to the attention of school authorities in all essential details. The illustrations, both of floor plans and elevations of school buildings, are mostly new, and serve as an attempt to give a cross section of present acceptable standards. The preparation of this edition was undertaken with the hope that some additional helpful material might be brought to this service. The Commissioner of Education has requested some of the most prominent school architects of the country to furnish for this volume floor plans and elevations of a number of their most successful buildings. This volume will, in the main, show only high-school buildings, both senior and junior, and large buildings for grammar schools for city conditions. Those for the country schools will appear in another bulletin.

The author is under great obligation to boards of education, and especially to the school architects of the country who have so generously contributed photographs, drawings, and much service for the common good of American schools.

IX

AMERICAN SCHOOL BUILDINGS.

I. LOCATION OF A SCHOOLHOUSE.

The first thing to consider in selecting a site for a school building is, of course, the convenience of all the children. The schoolhouse ought to be so situated as to make it most easily and safely accessible for the greatest number. But the fear of some possible inconvenience in this way to a part of the pupils should never allow more important considerations to be neglected. It is a matter of small moment that a few of the children be compelled to walk a little farther than the others, if thereby a better and larger school ground can be secured.

It seems to be a very difficult matter to get parents and boards of education to realize fully how important to the comfort, pleasure, and welfare of the children are large and well-situated school grounds. They can readily see that cattle and horses will not thrive and remain healthy when kept in small inclosures, but for some reason they do not extend the same consideration to their children. Hundreds of towns and villages and even many large cities could have large school grounds well located, instead of cramped quarters in the midst of noise and dust, if the people could be persuaded that the hardship imposed on children in walking a longer distance to school is far less serious than that of being housed in buildings situated on small lots, hemmed in by other buildings, and immersed in foul air, dust, and the din of the hurrying multitudes. There is a show of reason in providing buildings near their homes for children in the primary classes; but those in the intermediate grades and the high school would be accommodated better, and more rationally treated from every point of view, even at the expense of a long walk, if, upon arrival at the schoolhouse, they could have before them a day's work in a pure atmosphere, freedom from the interruptions of outside life, and a place to play together.

While the location of the schoolhouse is primarily and necessarily the duty of a school board or of some special officer to whom this duty is delegated, it is nevertheless true that teachers, if prepared to advise in such matters, can often be of the greatest assistance by bringing before the minds of the people the important questions of playgrounds and of sanitary surroundings.

The lack of such professional interest was forcibly illustrated to me some years ago. I was engaged to teach in the high school of a thriving town where the people were hearty supporters of their public schools, and invariably evinced their interest by electing their most intelligent townsmen to positions on the school board. At the time in question three college men had been chosen, all of whom were leading physicians. During the previous year the same board had erected an additional building. A lot was chosen in the worst possible place. There happened to be for sale at the time a rather large block of ground in, topographically, the lowest part of town. It was a worthless piece of ground and had been shunned even by manufacturing establishments because it was too low and wet. Just to the east there was a livery stable, while to the west, one block away, there was a flouring mill and a railway with noisy, smoky engines frequently tugging their trains up a heavy grade. To the south, running along the edge of the grounds, there was a little stream which of necessity carried away much of the surface water from the public streets. The bed of this stream was scarcely 6 feet lower than the foundation of the building. Here, despite these and many other unfavorable conditions, a large brick building had been erected and into it hundreds of the children of the town were gathered. Think of what this means! Forcing all the children of a town who attend a high school to spend the best hours of the best part of their lives in a place not fit for a factory is not only a crime against the children but it is in direct opposition to the spirit, if not the letter, of the law. Besides much time is wasted in that school every day, for the teachers must often stop the recitations until the noisy trains have gone by. There is not the least doubt in my mind that if the teachers had been alive to the questions of school sanitation even in this one regard, they could have been instrumental in averting this serious blunder. The average business man does not think of these things, and it is the duty of the teachers to bring the facts clearly before the people.

Another very important question concerning the location of schools, especially in cities and villages, has to do with the avoidance of disturbing noises. It is a far more serious error to locate school buildings near railways, noisy factories, or busy thoroughfares than a first thought would seem to indicate. The rattle and roar of a noisy train or of a heavy wagon not only tends to disturb the pupils while at study but it is impossible to carry on a recitation in a satisfactory manner during such distractions. It may be argued that children soon get used to all such noises and pay little attention to them. Indeed, we have had thoughtful people tell us that it is good for children, for it teaches them to concentrate their thoughts, and