Planning for junior high schools in a large city school district

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PLANNING- FOR JUNIOR HIGH SCHOOLS IN A LARGE CITY SCHOOL DISTRICT

A Project Presented to the Faculty of the School of Education University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Science

by Dan J. Mulock, Jr June 1950

UMI Number: EP45987

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. -|n the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

Dissartaiion PVMsMng

UMI EP45987 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code

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£i T'A/j

TO

/''I 9

project report, w ritte n under the direction

of the candidate’s adviser and approved by him , has been presented to and accepted by the F a cu lty of the School of E ducation in p a r tia l fu lfillm e n t of the requirements f o r the degree

of M a s te r of

Science in Education.

A d v ise r

Dean

PREFACE The content of this project is a composite of all the planning that has taken place in the Los Angeles City Schools in the past five years.

This material has been compiled and

edited to bring out the liberal point for what would be considered a

of view, or the ideal,

Junior high school plant.

It

is designed to offer the ultimate in educational opportunities as far as the physical plant affects this section of the school curriculum. The purpose of this paper has been to present many variations and different recommendations in all subject fields, since planning is not static and the budget resources are limited. The report deals with four examples: mendations for an ideal school;

(1) written recom­

(2) a new school being planned;

(3) a school now under construction; and (4) a school Just opened in February, 1950* The materials presented in this report are of cooperative planning by all

the result

schoolpeople with the super­

intendent, principals, building committee, and supervisors providing the leadership and processing the material.

As a

supervisor for the Junior high school housing, it has been my privilege to work with most committees, supervisors, and administrators. It is the hope of all educational people that through democratic planning better schools will be built*

TABLE OF CONTENTS

CHAPTER I.

II.

PAGE PLANNING FOR JUNIOR HIGH SCHOOLS IN A LARGE CITY

1

Master P l a n ..................................

3

STARTING A NEW JUNIOR HIGHS C H O O L ..............

5

Organization of the Master Plan for junior high ...................

5

Boundaries between junior high schools . . . .

9

school building program

III.

OVER-ALL PLANT POLICIES

........................ 11

General requirements

.

11

Size

.......................................... 13

Site

.......................................... 13

Plot P l a n ...................................... 13 IV.

ILLUSTRATIONS \ .................................... 16 Schools

V.

.

..............

16

ADMINISTRATION UNITS ...........................

25

Administrative offices .......................

25

Guidance

...................................... 27

The health u n i t ................................ 31 Attendance Office VI.

...........................

A G R I C U L T U R E ............................... Agricultural units

VII.

. .

.........................

A R T ............ Art-craft rooms Ceramics room

3^ 3^

36 40

.............................

^0 ^2

iv CHAPTER

PAGE Work r o o m ............ . .....................

VIII,

IX.

A U D I T O R I U M ....................................

^6

Assembly a r e a ...............................

^6

Stage

^7

CAFETERIA

.................................... . ..................................

51

Dining a r e a .................................

51

Serving students

5^

...........................

Kitchen work area —

food preparation . . . .

Kitchen Auxiliary units ................. X.

GENERAL CLASSROOMS

.

59

63

. .........

63

Special Mathematics Rooms ....................

63

G Y M N A S I U M S ....................................

:67

Main f l o o r .......... .... ..................

67

Locker rooms

70

...............................

Shower and dressing r o o m s ....................

70

Field

....................................

72

..................................

72

....................................

72

Rest Room Offices

Recreational room ............

. . . . . . .

72

..........

76

Boys 1 and girls' corrective r o o m ..........

76

H O M E M A K I N G ....................................

77

General philosophy.... .......................

77

Equipment and supply rooms

XII.

. .

56

.......................

Social Living Rooms

XI.

bk

V

CHAPTER

PAGE Foods rooms •

80

Dining-living room a r e a .....................

83

Clothing rooms

83

.............................

All-purpose homemaking room ................. XIII.

INDUSTRIAL ARTS

..............................

8?

.........................

87

.....................................

90

General philosophy Units XIV.

LIBRARY

...........

General requirements Units XV.

MUSIC

99 ................

101

........................................... 105 ..........

105

SCIENCE R O O M S ..................................... 110 General requirements

. .....................

110

Classrooms

.......................

112

. . . . .

Stock r o o m ............................... XVII.



llA

SMALL UNIT N E E D S .................................116 Special units . . . . . . . . .

XVIII.

99

.........................

Music units XVI.

86

..........



116

SPACE A L L O T M E N T S ................................. 120

APPENDIX

LIST OF FIGURES

FIGURE

PAGE

1.

Master P l a n ........................................

2.

Artist's Sketch

3.

Artist’s Sketch North Van Nuys Junior High School Grounds

4

North Van Nuys Junior High School . 17

.......................................... 18

4.

Artist’s

Sketch Westchester Junior High School

5.

Artist's

Sketch Central Valley Junior High School

6.

Artist’s

Sketch Wilmington Junior High School . . .

7.

Plot Plan North

8.

Plot Plan Central Valley Junior High School . . . .

9.

Portable

Van Nuys Junior High School

School Units

. . 19 . 20

...

21 22 23

.

24

10.

Floor Plan Administrative O f f i c e s ................... 26

11.

Floor Plan of Guidance O f f i c e s ..................... 28

12.

Floor Plan of Health Unit

13.

..........................3 2

Attendance Office

35

14.

Floor Plan of Agriculture C l a s s r o o m ................. 37

15.

Floor Plan Agriculture Lath H o u s e ................... 38

1 6 . Art-craft Room

41

17*

Floor Plan Ceramics R o o m ............................ 43

18.

Floor Plan Work Room and Art Room

19*

Floor Plan of A u d i t o r i u m ..........

20.

Floor Plan Student Dining A r e a ......................52

21.

Floor Plan of Faculty Dining Area Adjacent to Cafeteria

................. 45 48

...................................... 53

vil FIG-UBE

PAGE

22.

Outdoor Eating Facilities Adjacent to Cafeteria .

55

23 .

Serving Area —

57

2^.

Social Living Room

25.

Floor Plan and Cabinet Arrangement in the General

S t u d e n t s .......................

6^

. ................................

65

26.

Floor Plan G y m n a s i u m ............... . ..........

68

27 .

Floor Plan of a Two-Floor Gymnasium

28.

Floor Plan of Shower and Dressing Rooms . . . . .

71

29.

Floor Plan of Auxiliary Rooms

73

30.

Recreational Room

.....................

7^

31.

Floor Plan of Gymnasium and Recreational Room . .

75

32 .

Foods Units

78

33.

Floor Plan of Foods U n i t s .......................

79

3^.

Unit Kitchens

.................................

82

35-

Floor Plan of Dining R o o m ........................

8^

36 .

Floor Plan of Clothing R o o m s ....................

85

37.

Floor Plan of Industrial Arts S h o p s .............

91

38 .

Radio Room

92

39.

General Metal Shop

^0.

Woodshop

......................................

96

Al.

Drafting —

Handicraft S h o p .....................

97

A2.

Library and P a t i o .................................. 100

^3*

Floor Plan of Text-Book R o o m .............

Classroom

............. . 6 9

.................

..................................

...........................

9^

102

Floor Plan of Audio-Visual R o o m ................... 103

viii FIGURE

PAGE

A5.

Floor Plan of Music B u n g a l o w .................

106

A6*

Floor Plan of Music Units

10?

A 7.

Floor Plan of Science Room

A8.

Rear Wall of Science R o o m ....................

113

A9.

Front Wall of the Science R o o m ...............

115

50.

FloorPlan Oral Arts and Typing Rooms . . . . .

117

51.

Typing Room

................... . . * ..........

................



111

118

CHAPTER I

PLANNING FOR JUNIOR HIGH SCHOOLS IN A LARGE CITY There are two points of view as to the function and the size of junior high schools.

First, there is the philoso­

phy that the junior high is an extension of the elementary school based on the continuation of their curriculum.

This

school is built to house from 750 to 1,000 students with a limited number of special facilities.

A greater number of

schools of this size would be needed to accommodate all the students.

The advocates of this plan point out that a good

educational program can function with less expense and still fulfill the needs of the child. from home to school are shorter.

The traveling distances This junior high school

offers more opportunities for the student to make a better adjustment, to participate, and to become known.

No appeal

or “thunder11 is taken from the senior high school. The advo­ cates further point out the child is too young for anything but a gradual change to the departmentalized curriculum. The second group feels that the larger departmentalized junior high school with a student body of 1200 to 2000 stu­ dents can offer more special subjects in the 8th and 9th grades.

With more students enrolled, full-time specialists

such as counselors, nurses, doctors, or other services can be hired.

It is also agreed that the larger school has less

J

2 administration cost since a greater number of school children can be handled by fewer administrators.

The children can

choose from a larger variety of school subjects and extra­ curricular activities.

Many feel that this allows for

greater development of individual differences and for an ex­ ploratory period without loss of valuable time.

The student

can adjust himself better in the senior high school since he is more fully acquainted with a departmentalized school. Some feel that this would help to eliminate a number of “drop outs“ later on in the senior high school. There are still others who advocate the combination of the elementary school practices with the departmentalized curriculum.

This school would accommodate a student body

of 1,000 to 1,200 students. Hoy E. Simpson, Superintendent of Public Instruction in California, said The junior high school is a secondary school. In turn, California law defines the secondary school as con­ sisting of the high school and the junior college and classifies the junior high school as one type of high school. The junior high school, in whose founding Cali­ fornia led, has been in existence long enough to warrant some study of its historical significance, objectives and philosophies, and present-day p r a c t i c e s , 1

^"Handbook for California Junior High Schools,M Vol. XVIII, No. 2, California State Department of Education, April, 19^9.

3 The fact remains that when a school is needed, the physical plant must be planned and built for a definite size and curriculum.

It is possible and wise to keep a certain

proportion of the whole plant in semi-permanent or portable units.

This not only allows for expansion but also for

decreases in enrollment.

This is especially important in

a large city where the community is growing and changing each day. MASTER PLAN In order to determine what units are needed in plan­ ning a new school, it is necessary to make a typical master program based on the recommended curriculum.

An example

of a junior high school master program is found in Figure 1.

REQUIREMENTS CLASSROOMS (2000 base)

PERIODS

2000 base Choral 7th Grade B8 Electives Total Instrumental 7th Grade B8 Electives Total Ceramics 18-----ts£j a Type. I •H 'ype. II Eh Total Spec. Training B8 B9 Electives Total Industrial Arts Shops Metal Graphic- Arts Electric Wood Handicraft Drafting Homemaking Foods Clothing . All Purpose Physical Education Corrective Rooms Agriculture Library Oral Arts Utility Room Recreational Hall Total AVAILABLE PERIODS

U5 U5 US

7

1600 5 per 6 per base 2

3

3 11

So 35 10 35 3 35 5 18

day

6

2

12

day

AVAILABLE PERIODS - 1600 BASE BUILT FOR 2000 Built for Built for 5 per day 6 per day Used Used Used Sp.C.R.-5 Used 6 per 5 per 6 per St.C.R.-6

3 3 111

28

1'5 per 18 per 3 3 1 20 per 18 per 3 k 1

10

E5 US US

10 per 12 per

1 15 35 9 35 10 2 35

1 7 7

22

17

2

2

2

25> per

2k per

5

h

13

28

28 28 28 28 28 28

28

60 25 25

35 35 35

Spec. Training 15 3 3 Required 35 37 29 X B8 and remedial 35 o 3 k o n 2 1 35 prj B9 CO Alg. I 2 35 3 CO Total 38 h9 o Reading Improve. 2 20 3 tn 8 8 Spec. Training 15 CO 35 109 87 bl £)Required G § Total 120 97 Ehi-l Foreign Lang. 10 13 cr NEEDED PERIODS 182 1L5 NEEDED PERIODS MINUS AVAILABLE PERIODS REQUIRED NUMBER STANDARD CLASSROOM UNITS SPECIAL CLASSROOM UNITS

1 1 1 15 per 18

1 1 1 per

15 36

18

109 21 35

92

15

53

16

109 19

18

IT

10L

18

CHAPTER II

STARTING A NEW JUNIOR HIGH SCHOOL The need for a new school Is usually based upon pre­ dicted enrollment, geographic area and some subjective judg­ ment since schools are planned two to four years before construction starts.

After the need is established, a com­

prehensive survey is conducted usually by a group of people experienced in this field.

The purpose of the survey is

to gather facts and impartial judgment so that the planning will fit into the over-all master plan for the entire school system.

With the completion of this survey, the next step

would be to consider some of the major problems connected with locating a site for the school.

Listed are a few prob­

lems to be considered before purchasing a site: ambitious community groups, private interest, transportation, public housing, streets, highways, freeways, industrial encroach­ ment, water, sewerage, future development of acreage by the city planning commission, zoning, land conditions, flood control, utility easements, cost, etc.

After due considera­

tion of all problems, a site is agreed upon for purchase. I.

Organization of the Master Plan for Junior High School Building Program. A.

The development of a junior high for a large city. 1.

Enrollment, the school to be built for 1,600 to 2,000 students.

Land, twenty acres or more. Type of building. a.

One-story structures.

b.

Two-story construction acceptable with some units.

Plant to provide facilities for the following units, (Departmental Curriculum): a.

Art

b.

Agriculture

c.

Auditorium

d.

Boys* and Girls’ Physical Education and Cor­ rective Physical Education.

e.

Cafeteria

f.

Utility Building 1.) Custodian 2.) Gardener 3.) School storage and equipment room

g.

Administrative Offices 1.) Counseling 2.) Health 3.) Attendance 4.) Girls1 and Boys’ Vice Principals 5.) Clerks 6.) Audio Room (Central Public Address System) 7.) Student Government Office 8.) Textbook 9.) Library

7

B.

h.

Homemaking

i.

Typing

j.

Mathematics

k.

Music (Instrumental and Choral)

1.

Sciences

m.

Shops

n.

Student Store

o.

Recreational Hall

p.

General Classrooms

q.

Faculty Room

r>

Lunch pavilion, arcades and patios

s.

Locker Rooms

' t.

Oral English

Older Schools (Master Plan of what can he done to ex­ pand them or provide for the entire junior high curricu­ lum). 1.

Survey a.

Past enrollment

b.

Future enrollment based upon the enrollment of elementary schools*

c.

What is being planned for the school? 1.) Close out. 2.) Special school, etc.

d.

Community adjustment

e.

New facilities needed

f.

What facilities need to be remodeled?

g.

Land

2.

3.

Immediate Needs a.

Emergency housing

b.

Remodeling

Future expansion a.

Large jobs requiring plans

b.

Finance

c.

Purchase of land

Location 1.

Distance from other junior high schools (3 to 6 miles)

2.

Zone (Gity Planning Gommission)

3.

a.

Types of homes and the projected life of the houses

b.

Water, sewer, drainage, public transportation and streets

Community plans for the school a.

Survey of possible pupil enrollment (long term)

b.

Community needs

c.

Price of property

Purchase of land by real estate agent 1.

Appraisal by outside person

2.

Condemnation of property

Request that architect prepare plans for the school. 1.

Plot plan

2.

Drainage, sewer, fill and general layout of plot plan

9 3.

Preliminary drawings Final drawings and specifieations

II.

5.

State approval

6.

Building permit

7.

Construction "bids

Boundaries Between Junior High Schools A.

Changing or Establishing New School Boundaries 1.

Required conferences with principals and super­ intendents

2.

Preparation of official boundary description

3.

Notification of all schools affected Enrollment spot checking

B.

a.

Spotting residence of students

b.

Maps used for enrollment studies in connection with new schools, emergency housing programs, building programs, plant capacity, half-day sessions, etc.

Special Problems Involved in Boundary Changes 1.

2.

3*

Transportation a.

Public

b.

Private

Special Schools a.

Six-year high school

b.

Eight-year elementary

c.

Clinical students

Contract and permit students

High school and elementary school boundaries (best co-terminous) Community pressure City problems a.

Traffic

b.

Sidewalks, crosswalks, etc.

Shifting population a.

Change of boundaries

b.

Industrial encroachment

CHAPTER III

OVER-ALL PLANT POLICIES In this chapter there has been compiled the general items which concern each individual unit plus the over-all policies of the entire plant. in nature.

The statements are general

The policies are a guide rather than a set of

specifications for the architect. I.

General Requirements A.

Heating 1.

Adequate (maintain 70

on the coldest days)

2.

Thermostatically controlled

3.

Even, throughout the room Heating units should not take up valuable floor and wall space

5. B.

G.

Rooms used when students are not in attendance should have auxiliary heating systems

Acoustical Treatment 1.

Adequate treatment throughout whole plant with due consideration for noise involved in each activity

2.

Material capable of being stained or painted without losing its acoustical properties.

Lighting 1.

The best use of natural light should be made

2.

Artificial lighting should be engineered for each of the school units (Recommendations)

12

D.

E.

F*

G-.

H.

a.

Slim line fluorescent

b*

Cold cathode

c.

A minimum of 30-foot candles with complete coverage of each room

Painting 1.

All rooms painted in keeping with important advances

2.

Use modern technique

Floor Covering 1.

Adequate for demands made on the particular room

2.

Appropriate color

3.

Washable a.

Water-proof

b.

Drains where floors must be washed frequently

Ventilation 1.

Latest studies of adequate ventilation should be reviewed in planning best available ventilation

2.

Special rooms such as text-books, dark rooms, deto. should have special ventilation treatment*

Display Cases 1*

Numerous cases in halls for display of materials from nearby rooms

2,

So constructed as to be easy to replace background material

3.

Should be placed in keeping with architecture of the building

Whenever cabinet doors are specified they should be lockable doors and on a master key.

13 II.

Size A.

To serve a school population of from 1,600 to 2,000

B.

Generous for school of 1,600, adequate for 2,000 with temporary Bungalows for overload.

III.Site A.

Approximately 20 acres to be modified where special factors exist

B.

Acquisition

G.

1.

Selected and acquired as early as possible

2.

Anticipate needs for 25 years when possible

Location 1.

Never adjacent to elementary, senior high schools, or Junior colleges

2.

Minimum distance between any schools should be one-quarter of a mile

IV. Plot Plan A.

No grading or construction on new sites until plot plan is developed

B.

Should contain: 1.

Allocation of areas to: a*

Playground

b.

Buildings

c.

Lunch area

d.

Incinerator

e.

Gardening shed, etc

f.

Bicycle compound

g.

Bus loading

h.

Faculty parking

lA *

2.

G.

Location and statue of buildings a.

Temporary

b.

Permanent

Show location of: 1.

Administration

2.

Auditorium Cafeteria Covered lunch area

D.

5.

Boys' and girls' gymnasiums

6.

Recreational hall

7.

Library

8.

Classroom building

9•

Shop

10.

Agriculture plot and building

11.

Playground

12.

Parking area

13.

Temporary construction for educational housing while permanent plant is being built if such is necessary

1^.

Auditorium, administration, library, gymnasium, and cafeteria have access to street, if possible

Steps in Procedure 1.

Site acquired

2.

Architect appointed three years before occupancy. This is necessary if possible

3.

Architect proceed with plot plan

4.

Superintendent accept and approve plot plan

15 5*

Architect proceed with plans for entire school a,

b. E.

Guided by policies on junior high school building developed by the Division of Second­ ary Education - I Detailed standards furnished by Education Housing Section with advice of Business Division

Considerations in laying out plot plan 1. 2.

Playground as a community facility Buildings grouped for best site utilization a.

Open areas

b.

Sufficient concentration of school units to eliminate excessive walking to facilities

3.

Facilities to be used as communitycenters should be readily accessible to street and usable as independent units

4.

Include fencing plans to control plant for security when used by school and by community

5.

Adequate parking for faculty cars, and general public, easily supervised, surrounded by 8-foot fence

6.

Administrative facilities located so that super­ vision is possible from central point

7.

Streets should never divide a school

8.

Plans to receive careful scrutiny and study by educational staff and reworked if deemed necessary

9.

Final plot plan to be approved by the before any work on site is begun

Superintendent

CHAPTER IV

ILLUSTRATIONS The sketches of the artists are a birdseye view of the entire plant and are usually made prior to the acceptance of the architect’s preliminary drawings.

These sketches serve

many purposes, the most important of which is a visual image of the type, architecture and arrangement of the plant. I.

Schools A.

Artists’ sketches 1.

North Van Nuys

2.

Westchester Junior High School tion (Figure *0

3*



just being planned

(Figs 2 and 3 )

under construc­

Central Junior High School occupied February, I95 O (Figure 5) Wilmington Junior High School now under construc­ tion (Figure 6 )

B.

Two-story construction

B.

Built on oil-bearing land

Typical Plot Plans 1.

C.

a.

North Van Nuys

(Figure 7)

2. Central Valley

(Figure 8 )

Temporary School 1. North Van Nuys 2. School operated in temporary bungalows permanent units are finished. (Figure

until 7)

3. Picture showing arcades and student traffic in portable units (Figure 9)

FIGURE 2 ARTIST'S SKETCH NORTH VAN NUYS JUNIOR HIGH SCHOOL

FIGURE

3

A R T I S T fS SKETCH NORTH VAN NUYS JUNIOR HIGH SCHOOL GROUNDS

111! o'lict tl Siunei SjiuUim Ittlin «h . Iictatects. t Cttta BeSwarte sltuelwil eniiHit

FIGURE 4 ARTIST'S SKETCH WESTCHESTER JUNIOR HIGH SCHOOL

C E N T R A L VALLEY AREA JUNIOR HIGH S C H O O L

FIGURE 5 ARTIST'S SKETCH CENTRAL VALLEY JUNIOR HIGH SCHOOL

’* / > / / A SO.V-

WILMINGTON AREA JUNIOR HIGH MARSHALL R.. LA W S O N and C H AR LES A l H U T C H IS O N -A R C H IT E C T S

FIGURE 6 AR T I S T '3 SKETCH WILMINGTON JUNIOR HIGH SCHOOL

SCHOOL

&

3®*-

I



s 0

Gumc* umc* ou»6

0

r«cM

1

1 1 * in n O H fc *

§

it t c iiA M N (T MM Canine* M i

W lfcO

thitCVM

io«-rr

e&j

6U«m 5

4

FIGURE 7 PLOT PLAN NORTH VAN NUYS JUNIOR HIGH SCHOOL

h(4 f

fV•0Hf

^

r A o r t *■ t r

lihl

P-UTUt.1 fAOf. I/Ml

NICL'LTC/PsA c

l A s5 s o o m

building

Mm. V.AnAVl^i*

FIGURE 8 PLOT PLAN CENTRAL VALLEY JUNIOR HIGH SCHOOL

FIGURE 9 PORTABLE SCHOOL UNITS

CHAPTER V ADMINISTRATION UNITS Since the administration units must serve everyone connected with the school,

it is necessary that they be

arranged so that all business can be transacted with a mini­ mum of difficulty.

Each unit must serve as a clearing agency,

an adjustment center, and a unit from which all items that keep the school running smoothly must stem. I.

Administrative Offices A.

Accessible to all parts of the plant,

B.

Readily available to attendance, guidance, and health offices

C.

Offices for principal and two vice-principals

D.

if possible

1.

Principal's office 1^' x 1 6 1

2.

Vice-Principal's office 12' x 16*

3.

Each office to contain a small waiting room and private toilet facilities

Main Office (Figure 10) 1.

Reception area 1 3 1 x 21' a.

Counter

b.

Teacher mail boxes (1) Ninety compartments (2) Size 4" high, 9 “ wide, 1 2 “ deep

2.

Clerical area a.

Supply room

b.

Work room

iOCMICit

BASEMENT



PL

■ c > i t -*r. r r

R© w l

®p

a

n

4 -

:

- r - U

H Q

- O '* ~ w •» s *

* TA rt OP CALIFORNIA DEPA KTNENT OF PUBLIC WORKS DIVIIION OF ARCHITECTURE

•AlMU! BKMIWMS

° .s

£S M * m «

6GJLL TSUf

FIGURE 10 FLOOR PLAN ADMINISTRATIVE OFFICES

vii.u h . K c . t r ....... ....... . LAWRENCE L LARRABEE

*

a.

t. n i o e c k e r . j r .

111

CENTRAL

III

7 3 3 0 F R E P A R I O

Ill

IH

M N»-M

VALLEY

^

. - U

- i -

4 -

i -

j -

I- r-fi-H-t-fMi

AREA

J U N I O R

• A K N AN A V E K U E A 0 S C 0 E RON TMR LOB A N • 1 L E B MIOH

A U S T I N

! -

- F I E L D *

F R Y

HIG CA • C M A R C I

27 E.

Central Public Address System 1.

Connected to the main office

2.

Treated for sound and adequate to accommodate ten people

3*

Inter-coramunication system in main office

F.

Conference room, 1 6 1 x 21', next to principal^ office

G*

Storage Room

H.

1.

School supplies

2.

Entrance from hall only

Teachers’ Work Rooms 1.

Connecting rest rooms

2.

Two special rooms provided with double-check doors and exhaust fan

II* Guidance A.

Basic Needs for Enrollment of 1,600 to 2,000 1.

An effective guidance program necessitates facili­ ties for private interviewing and individual psy­ chological testing a.

b.

Number of private offices required — (Figure 11)

four

1.

In multiple-counseling organizations, one of these offices to be for head counselor and others for assistant counselors

2.

In single-counselor organizations, pri­ vate offices are needed for teacher inter­ viewing for interviews by agency workers and attendance supervisors

Size of private offices 1.

Head counselor, 12' x l ^ 1

2.

Assistant counselors, 9 1 x 11*

28

■CTBBFT

FIGURE 11 FLOOR PLAN OF GUIDANCE OFFICES

29 c.

2.

3.

For the teacher tates a records

most effective guidance, there must be understanding of pupils. This necessi­ teachers1 work room where cumulative are accessible.

a.

Size, 1 4 1 x 20*

b.

Space for active cumulative files

c.

Space for work tables

d.

Adequate space to convert room for confer­ ences of small groups

e.

Situated near clerical help

Provision for clerical problems a.

4.

Private offices completely enclosed, walls to the ceiling (Otherwise, interviews are not private) Adequate ventilation should be provided

Convenient to record files, both active and inactive

b.

Adequate telephone service

c.

Located near pupil waiting space

d.

Located near teachers' work room for super­ vision of records and for assistance to teachers

Space for pupil services a.

b.

It is necessary to have a room available for the giving of make-up tests in small groups 1.

Size, 1 6 1 x 2 4 1

2.

Desks (approximately 20 in number) and not tables, to meet approved methods of test administration

This room not necessary if class rooms are not used six periods a day

30

5.

6.

7.

B.

Student Reception Area a.

Space adequate for approximately six pupils to sit

b.

Space for guidance bulletin board

Provide for a Buffet Alcove in testing room a.

Running water

b.

Hot plate

c.

Small cupboard space, ventilation necessary

The most effective guidance program would center certain functions of the school into a guidance unit a*

Health offices and attendance offices should be located in this guidance center with the guidance offices

b.

Administrative offices should be close but removed from the guidance center to avoid over-emphasis of authority

Physical Needs for Enrollment of 1,500 to 2,000 1.

2.

3.

Locked storage cupboard or cabinet for test booklets a.

Ninety cubicles, size, l6^Mdeep, l 6 w wide and 12“ high

b.

Adjoining, or part of, the room to be used for group testing

Adequate telephone system a.

Direct line to the clerk

b.

Direct line to counselor

c.

Jack lines or extensions for private tele­ phone conversations in each of the private offices

Storage space for inactive records

31 a.

Size, 10* x 12*

b.

Could be planned in connection with inactive attendance records

c.

Two-hour fire resistant

Counter

5*

6.

a.

To separate clerk from the pupils' waiting space

b.

To facilitate distribution of counselor^ supplies

Closet Space a.

For wraps of counseling and clerical staff

b.

Located near clerk's space and private offices

Toilets and Lavatories a.

Separate facilities for men and women

b.

Located centrally and to be used by personnel in guidance, health and attendance offices

III. The Health Unit (Figure 12) A.

Girls' Infirmary 1. Size, 1^' x 11' or 16 * x 9 1 (large enough for four cots besides table and chairs) 2.

Placed so as to be supervised by health ator

3.

Tiolet

coordin­

Wash bowl 5. B.

Glass in walls to allow for supervision

Boys* Infirmary 1. 2.

Size, 9* x 12' (large enough for three cots, besides table and chairs) Placed so as to be supervised by health

coordinator

32

5

I io T~~ AUDIO VISUAL fL-CL'fl.

co™ Y ®

4

mCM"*hS

COUUV

FIGURE 12 FLOOR PLAN OF HEALTH UNIT

fftft.mu

33

C.

D.

3.

Toilet

4.

Wash bowl

5.

G-lass in walls to allow for supervision

Physicians' Room 1.

Size, 10« x 12«

2.

Wardrobe

3-

Electric outlet near eye chart

4.

Wash basin

5.

Sound treatment to meet requirements for heart and audiometer tests

Nurses' Room and First-Aid Alcove 1.

Size, 12' x 14'

2.

Sink

3*

Electrical outlet for electric plate

4*

Supply cabinet with shelves to ceiling and to be locked

E.

Isolation Room, 5* x 101 (Room for one cot beside table

F#

Waiting Room

G-.

1.

Size 70 square feet

2.

Closet for custodian with mop sink

3.

Counter with cupboards underneath

Health Coordinator Space 1.

Private office not necessary as other offices may be used for confidential conferences

2.

Space for desk, files, weight scales, bulletin board

3.

Wardrobe

3^ H*

Closet for supplies

I.

Adequate telephone service

IV. Attendance Office (Figure 13) A.

B.

Waiting Space 1.

Rather large for readmittance of pupils after absence

2.

Entrance and exit doors at both ends

3.

Bench space for at least fifteen students

Counter 1.

Minimum 1 5 1 in length

2.

Separate waiting space from clerks* space

3.

Storage space below counter Drawers 6 M deep

C.

Clerical space 1.

Adequate for two desks and attendance record files

2.

District attendance and welfare supervisor’s desk

3.

Two electrical outlets

D.

Private office for confidential interviewing for registrar, minimum size, 9 ‘ x 10*

E.

Cloak closet

F.

Record room for inactive files (could be combined with inactive records of counselor*s office)

G-.

Telephone facilities 1.

Private line to clerk*s desk (unlimited number)

2.

Board line to clerk’s desk

3.

Extension to registrar's desk in private office

35

FIGURE 13 ATTENDANCE OFFICE

CHAPTER VI

AGRICULTURE Since all human life stems from agriculture, one of our most fundamental problems.

it is

Each boy and girl is

affected directly or indirectly by its solution.

Therefore,

it is necessary that he or she have basic understanding of the many problems involving man's civilization and nature. I.

Agricultural Units A.

Minimum area; one acre

B.

Standard Classroom: 1.

Size: 3 2 ' x 5 6 1

2.

Includes 8 ' porch

3*

C.

(Figure 14)

Includes toolroom, storage, room, boys' and girls' lavatories, teacher's office, demonstra­ tion table with sink, cupboards, display cases, chart rack, teacher's closets, hot water heater and cupboards in storage room. Screens on windows and either blinds or curtains for darkening room.

Standard Lath-house (Figure 15) 1. Size: 40' x 48'

2. Includes 18' x 24'enclosed 3-

pottingroom

Lath-house shouldface East and West room on northwest corner

with potting

4.

Potting room includes metal-covered potting table with sink, work table, bins, tool cabinet and heater

5.

Lath-house includes glass-covered hot frames with heating cable, two tables, sprinkling system and electric lights

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III. Work Room (Figure 18) A.

Minimum size: 12' x 3°*

B.

Tack board space 3 1 x 5 1

C.

Metal-lined cupboard

for paints

D.

Total cupboard space

539 cu. ft. to include:

1.

Six vertical divisions for cardboard, 4 8 11 x 45" x 3 2 M

2.

Shelves for wide paper in lower cupboards, 31 “ wide, 48" high, 18" long

3.

Shelves for narrow paper in upper cupboards, 19" wide, 48" high, 18" long

E.

One electric and one gas outlet

F.

Twenty shelves for colored paper 1.

Ten shelves 3" x

13 11x 19"

2.

Ten shelves 3" x

25" x 19"

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B.

Should be direct access to auditorium from stage — an inconspicuous passageway in addition to main steps out front

0,

There should be ample space in the dressing rooms or elsewhere large groups may be held under teacher direction while awaiting appearance

D.

Fifty percent of the size of the stage should be in wings space

E.

1.

Passageway in back of stage

2.

One side or other may be reached

Auxiliary Rooms

1

.

Work room 30* x 3 0 1

2.

Storage 3 ° 1 x 4 0 1

3.

Dressing rooms 1 5 1 x 20*

4.

Piano storage

3.

Switch ooard cage

6.

Costume storage space

7.

Loading platform

Wiring for Sound

1

.

P. A. Systems a.

Three outlets —

stage

b.

Two outlets in wings

e.

Two outlets in orchestra pit

2.

Volume control in last row of auditorium

3*

Speakers should be connected to both P. A. systems, projection room, and central address system.

4.

Inter-communication system to stage, orchestra pit, projection room and lobby

50 Gr,

H.

Visual Aids 1.

Provision for a quality screen, electrically operated

2.

Outlet in center of auditorium floor to accommo­ date a small projector

3.

Television

Lighting 1.

Enclosed switchboard for protection (Note: switch­ board would be located in the rear of the audi­ torium rather than on the stage)

2.

Twelve Procenimum lights fixed

3.

Two side lights in auditorium (fixed with colored wheels)

L.

Arc spot in projection booth

5.

Stage work lights

6.

No foot-lights (Note: Dimmers should be provided for major light units on the stage and in the auditorium)

7.

There should be a minimum of six spare switches on the main switchboard

I.

Twenty outlets in the orchestra pit floor

J.

Handy cut-off switch for regular school schedule bells

K.

Locate auditorium clock where it may be read from the stage

L.

Operators1 platform, a platform above the stage level for:

M.

1.

Ropes and lines

2.

Switchboard

Stage height 20* to 25* 1.

No grid

2.

All stage curtains and lights should be mounted on counter balances for ease of adjustment and replacement

CHAPTER IX

CAFETERIA The cafeteria is provided in the school plant so that the children and employees may purchase nutritious meals so vital to good health.

A balanced feeding program will

assist the learning capacities of children along with develop­ ing sound health habits.

Without the cafeteria, the children

are forced to bring cold lunches or go home at noon.

In a

large city, a safety problem and other items of supervision are involved. I.

Dining Area A*

Student Dining Area, light and attractive (Figure 20) 1.

Acoustical tile on ceiling and resilient floor covering

2.

No crossing of income or outgoing lines

3.

Hand-washing facilities provided for students at entrance of serving area. Electric blower for hand-drying. (Eliminate paper towels) Modern folding plastic doors to shut off kitchen and serving area from dining room

B.

5*

Trash disposal recessed in walk similar to halls. This will eliminate unsightly trash cans.

6.

Bubbling fountains (at least four single units)

Faculty Dining Area

(Figure 21)

1.

Seating capacity sixty (minimum)

2.

Electric outlet for coffee urn and hot plate for silex at end of serving counter

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