15. Show how a study of the data given for the Franklin School contributes to the development of the principles of utilization of school plants. 16. As superintendent, what recommendations for the building program of Oldtown would you make in light of the data given for the Franklin School? BIBLIOGRAPHY ALMACK, J. C. The Efficiency of the Platoon School. American School Board Journal, 68: 43-44, 132, February, 1924. BARROWS, A. First National Conference on the Work-Study-Play or Platoon Plan. U. S. Bureau of Education, Bulletin, 1922, No. 35. BANKES, W. J. Model Platoon School. Mason School, Akron, Ohio. School and Society, 17: 581–86, May 26, 1923. BLISS, D. C. Platoon Schools in Practice. Elementary School Journal, 20: 510-15, March, 1920. BURRIS, W. P. The Public School System of Gary, Ind. U. S. Bureau of Education, Bulletin, 1914, No. 8, Whole No. 591, pp. 10–11, 20, 26–28, 32–33. Cleveland, Ohio. HARTWELL, S. O. Overcrowded Schools and the Platoon Plan. Survey Committee of the Cleveland Foundation, Cleveland, Ohio, 1916. Detroit, Mich. Eightieth Annual Report of Detroit Public Schools, pp. 10–11, 62-77. Board of Education, Detroit, Mich., 1923. See Prob. 55. Eighty-First Annual Report of Detroit Public Schools. Board of Education, Detroit, Mich., 1924. Detroit, Mich. Recent Developments in the Detroit School System. The Architectural Forum (School Building Number), 37:2:63-64, August, 1922. DIEMER, G. W. A Platoon School in Kansas City, Mo., pp. 6, 8, U. S. Bureau of Education, Bulletin, 1924, No. 25. HARRINGTON, H. L. The Detroit Standard Intermediate School Building. American School Board Journal, 65: 56–59, July, 1922. New York City. The Official Wirt Reports to the Board of Education of New York City, pp. 10-12, 36-42. Public Education Association of the City of New York, June, 1916. PATTERSON, M. J. Objections to the Platoon School Answered. Third Yearbook of the Department of Elementary School Principals, pp. 541-50. National Education Association, Washington, D. C. Platoon System—Pro and Con. American School Board Journal, 69: 128, 30, 32, August, 1924. SPAIN, C. L. A Study of Comparative Costs of Platoon System and Old Type of School Building. American School Board Journal, 59:48-49, 103, November, 1919. The Platoon School: a Study of the Adaptation of the Elementary School Organization to the Curriculum. Macmillan, 1924. SPAIN, C. L. Reorganization of the Elementary School to Meet Major Objectives. Proceedings of the National Education Association, 1924, pp. 897–903. National Education Association, Washington, D. C. STRAYER, G. D. AND BACHMAN, F. P. The Gary Schools: Organization and Administration. General Education Board, 61 Broadway, New York City. United States Bureau of Education. Survey of the Schools of Brunswick and of Glynn County, Georgia. U. S. Bureau of Education, Bulletin, 1920, No. 27, Washington, D. C. United States Commissioner of Education. Buildings for Work-Study-Play Plan Schools. Report of the Commissioner of Education, Washington, D. C., 1920, pp. 20-22; 1919, pp. 78-79. PROBLEM 15 UTILIZATION OF A HIGH SCHOOL BUILDING Problem: The population of Knowlesville, N. K., has increased during the decade just past from 11,000 to 15,000 and gives promise of a more rapid rate of increase during the present decade. Three years ago, a new school building was built to house Grades 7 to 12 inclusive. It was so planned that additions can be readily made. The school principal is urging an early addition to this building, and the attention of the Board of Education has already been called to the fact that the new building will soon be overcrowded. The superintendent has been asked by the Board of Education to report fully concerning the high school building needs. The building was originally planned in three units. Classrooms, laboratories, study halls, library, and administration suites form the left unit. Auditorium, gymnasium, lockers, showers, and superintendent's offices comprise the central unit. The right unit has been planned for future additions. The units which are in use are shown in diagrams. The front elevation in Illustration I indicates the connections between these two buildings. As seen from the elevation, ⚫ the building has two floors above level and a basement floor sunk about four feet below grade level. Diagrams 1, 2, and 3 show the floor plans for the basement, first floor, and second floor. The room schedule in force at this time appears in Table 1. The room numbers have been attached to the floor plans. On the room schedule will be found: the room number; the number of seats which have been provided each room; the number occupying each room each period of the day; number of students using each room as a "home room"; and explanatory factors. Where no entry is made in the space |