Again it must not be forgotten that the trend is to increase the number of pupils that a thoroughly efficient teacher can handle. We have plenty of evidence that an expert teacher with efficient teaching methods can handle forty-five pupils.

Assignment

1. What are the different closed types of school buildings? 2. What are the different open types of school buildings? 3. What are the merits or demerits of each type?

4. Shall the school under consideration be of the closed or open type?

5. What shall be the standard width of classroom

(a) in elementary school buildings?

(b) in high school buildings?

6. What shall be the width of each other type of room in the building?

7. What shall be the width of the corridors?

8. What shall be the size of elementary school gymnasiums? Of high school gymnasiums?

9. What ceiling heights shall be used?

10. What shall be the length of each room?

11. What architectural embellishments shall be allowed?

BIBLIOGRAPHY

BRAGGER, E. Y. Cast Stone as a Building Trim for the School Building. National School Building Journal, 4:10:444, 473, October, 1923.

Economies in School Building Construction. American School Board Journal, 68:61, 132, May, 1924.

HAYS, W. C. The Architecture of Schools. Architectural Forum (School Building Number), 37:2:69-73. August, 1922.

HOPKINSON, G. M. Economies in Cleveland School Building Plans. Architectural Forum (School Building Number) 37:2:81-84, August, 1922.

ITTNER, W. B. The Comprehensive School vs. the Building Shortage. American School Board Journal, 62:35-36, April, 1921.

High Cost and Sane Economies in the Building of Schools. Elementary School Journal, 24:365-67, January, 1924.

Koos, L. V. Space Provisions in the Floor Plans of Modern High School Buildings. School Review, 27:573-99, October, 1919.

LOCKHART, G. L. Plaster Board and Steel Studding for Light Partitions for Schools. National School Building Journal, 4:8:345-47, 366, 1923.

MCCORNACK, W. R. Economy in Schoolhouse Planning and Construction. Proceedings of the National Education Association, 1920, pp. 333-35.

NATIONAL EDUCATION ASSOCIATION. Report of Committee on School House Planning. National Education Association, Washington, D. C., 1925. PATTERSON, H. L. Economy in Schoolhouse Construction. American School Board Journal, 57:33-35, October, 1918.

SEWELL, J. S. Interior Marble in School Buildings. American School Board Journal, 68:55-57, May, 1924.

STRAYER, G. D. and EngelhaRDT, N. L. Standards for High School Buildings. Bureau of Publications, Teachers College, Columbia University, 1924. STURGIS, R. C. Problems of Schoolhouse Construction. American School Board Journal, 41:6-7, August, 1910.

THRALL, C. U. Architectural Terra Cotta in Schoolhouse Construction. In Modern School Buildings by A. D. F. Hamlin et al, pp. 60-61. Swetland Publishing Co., 1910.

WEEKS, A. L. Economy in School Building Construction. American School Board Journal, 71:57-64, September, 1925.

PROBLEM 40

MECHANICAL EQUIPMENT ECONOMIES 1

Problem: Where shall the superintendent or the business superintendent who is not a specialist in mechanical engineering look for economies in the mechanical equipment of schoolhouses?

The following list of items relative to schoolhouse mechanical equipment may or may not involve practical economies. It is suggestive only. It by no means covers the entire range of items which may be considered. It will, however, serve to concentrate attention on a number of items in connection with the mechanical equipment in general use in schoolhouses which may lead the superintendent, the assistant superintendent in charge of business affairs, and board members to the adoption of valuable economic procedures without in the least lowering the recognized standards of comfort and health which must be maintained for pupils and teachers. In fact, most careful consideration should be given some of the items to decide whether their adoption, though a radical departure from procedure generally practiced heretofore in connection with the mechanical equipment used in schoolhouses, will not accomplish several objectives very much to be desired; namely, saving in original cost of the building, conservation of health, increased comfort of the occupants, and economy in operation and maintenance.

Assignment

1. Are there any good reasons why a low-pressure heating plant should not be installed in a schoolhouse in place of the high-pressure plant usually installed?

'Problem prepared by George F. Womrath, Business Superintendent of Schools, Minneapolis, Minn.

2. A low-pressure heating plant requires less equipment than a high-pressure plant. A smaller boiler room is required. Is it possible to take advantage of these economies?

3. Duplicate boilers, pumps, and other equipment are usually installed. Why not economize by avoiding duplication?

4. Are coal scales and coal trucks in all boiler rooms a warranted expenditure?

5. Is there any economy in the use of a steam-driven fan engine?

6. Boiler settings are expensive to build and expensive to maintain. The fire box tubular locomotive type of boiler requires much less setting than the standard horizontal tubular type of boiler. Why not use the fire box type of boiler?

7. Are radiator shields in classrooms of sufficient importance to warrant the expense involved to furnish them?

8. Special steam fittings and special pipe, either as to quality or as to brand, are expensive. Why not confine specifications to standard fittings and pipe?

9. Hand-operated versus automatic temperature control: which is the more economical?

10. Exposed piping in connection with heating and plumbing work in schoolhouses in less expensive to install than concealed piping. Is the installation of exposed piping a proper economy?

11. The "central fan" system, the "unit" system, and the "open window" system of ventilation for schoolhouses each has its enthusiastic advocates and supporters. Which is the most economical in original cost of installation, in cost of operation and maintenance, and in results obtained?

12. "Open window" ventilation and "unit" ventilation systems eliminate central fan rooms, heating chambers, air washing systems, and all fresh air duct work throughout the building. Is this an economy which should be taken advantage of?

13. Galvanized foul air ducts are costly. Are they necessary? If not, is the economy involved in their omission sufficient to warrant the trouble it might take to secure the neces

sary modification of existing state and city legislation to eliminate them?

14. Ventilator openings in classrooms are usually covered with an expensive ornamental grill. The bars, face, and framework of the grill take up a certain amount of the free area of the opening, making it necessary to construct the ventilator opening larger than it otherwise would be. Why not eliminate all grills?

15. Classroom and corridor lights are almost invariably controlled by switches accessible by the teachers and pupils. Lights are often turned on when not needed and only because it is so easy to simply push a switch button. In this way lights are often left burning for long periods of time when not needed. Would remote control of all lights, placed under the charge of the engineer subject only to orders from the principal, be an acceptable economy in cost of plant installation and operation?

16. Is a vacuum cleaning system a warranted expense?

17. Is the expenditure for individual toilets in classrooms. justifiable?

18. Wood versus cement partitions in all shower and toilet rooms: which is the more economical, consistent with practicability?

19. Flush valves for toilet fixtures are less expensive than flush boxes with combination of floats, valves, chain pulls, flush pipe, etc. Is there any reason why an economy in this direction should not be taken advantage of?

20. Standard adult height toilet bowls without extended lip and with closed front wood seats cost about $5 less than juvenile height bowls with extended lip and whale-bonite open front seats. Is it justifiable economy to use the latter fixture?

21. White enamelled iron, individually ventilated urinals have been found to be sanitary, durable, good-appearing, and inexpensive. Why pay more for vitreous china fixtures?

22. Is the use of slate urinals a wise economy?

23. Is the installation of ozonating equipment in a schoolhouse a necessary or desirable expenditure?

24. Is the installation of electric air drying machines a practical economy as compared with the cost of linen or paper towel service?