I^AW« DESIGNS* AND SUGGESTIONS FOR SCHOOLHOUSES ISSVEO BY O. B. MARTIN state Superintendent of E^dtication, SotitH Carolina 1003 SCHOOL IMPROVEMENT LAW, DESIGNS, AND SUGGESTIONS FOR SCHOOLHOUSES ISSUED BY O. B. MARTIN State Superintendent of Education, South Carolina Columbia, S. C. THE STATE COMPANY 1905 L-i -^^\^ n, o> D. '(■ 3 !908 SCHOOL IMPROVEMENT. There are 2,654 buildings in South CaroHna in which 3,451 teachers are engaged in teaching the white children of the State, and 2,306 buildings in which the negro children of the State are being taught by 2,365 teachers. These figures include the town and city schools, where several teachers are working in the same building, so it is reasonable to estimate that there are 2,000 one-teacher schools for white children in the State, and almost as many for the other race. Circulation of such maxims as "The teacher makes the school," and "A Mark Hopkins at one end of a log and a James A. Garfield at the other will constitute a university," do positive harm when they are interpreted in any other way than to exalt the work of the teacher. Many communities depend too much on the teacher to make the school, the building, equipment and all. The modern idea requires that the "Mark Hopkins" and the "James A. Garfield" at once get off the log and take it to the sawmill, and proceed to erect a decent school building. Anyone who has any knowledge of the conditions will testify that while we have many valuable and well-equipped structures, yet there are hundreds of our school buildings which are almost worthless. The equipment, as a rule, is not sufficient for even a fair success with the great work attempted there. People will not patronize merchants who have uncomfortable, dingy, ill-furnished storehouses, nor do they accept accommodations in box cars when they ride on railroads ; and yet, when it comes to the training of children, they often risk the health, lives and character of their children in buildings which have but little more comfort or architectural beauty than a cheap barn or a box car. If we judge a man's business by his place of business, it is no wonder that our people are becoming dissatisfied with the average school building, its equipment and its environment. It is impossible to keep the best teacher in an uncomfortable, ill- fitted schoolhouse. Such a teacher will either get the people to improve the facilities, or resign and go to a community where there is .more enterprise and public spirit. The address of the State Superintendents to the people of the South uses this language : "Surely the house in which this sacred work of training the children of the Republic for citizenship and social service^ a work which has 4 SCHOOL IMPROVEMENT. to do with the mind, the soul and body, with the molding of char- acter and creation of ideals, should be a place worthy in all respects of such a work — a home, not a hovel ; a place of beauty, not a place of ugliness; a place of comfort, not a place of discomfort; a place of cleanness, not a place of uncleanness. About it the grass should grow green and the sun should shine bright, the flowers bloom and the birds sing, and the trees wave their long arms, that the children, while listening to the lessons taught by man and books, may receive also, from the potent silent influence of proper environment, the sweet messages of peace, and love, and culture, and beauty." The last session of the General Assembly passed an Act which I think will encourage the establishment of many new schoolhouses with better equipment. It provides that whenever the friends, patrons or trustees of a school raise funds for building a school- house by private subscription, special or regular tax, sale of old buildings, issuing bonds or otherwise, that the County Boards of Education shall aid them $50 for each $100 thus raised. No school is to receive more than $300 in this way. Under the provisions of this law sixteen school buildings of vary- ing costs and plans have been designed by Messrs. Edwards & Walter, architects, of Columbia, for the approval of the State Board of Education. These are issued to the trustees in this pamphlet, and all new schools which secure aid should be built according to an improved architectural design. Especial attention is called to the provision for levying a local tax in order to increase the school fund and secure proper buildings and equipment. These elections must be held before June ist, according to the law on that subject. About 400 out of 1,636 districts have a local tax. It pays a community to vote a local tax, because the people feel more interest in the school when it is improved by local initiative and co-operation. More than three-fourths of the money for schools throughout the United States is raised by local taxation, while in South Carolina less than one-fourth is raised that way. The people, in districts which have no local tax, have a great oppor- tunity for school improvement. If this opportunity is appreciated we shall make great progress during the next few years. A com- munity which has a poor school building and no local tax should act at once. The school building law also provides that County Boards of Education, in giving aid, "shall give preference to districts which have combined and consolidated two or more school build- ings." The Legislature has thus indorsed the consolidation of small SCHOOL IMPROVEMENT. 5 schools. It does seem that the 2,000 one-room school buildings for white children might be rearranged and rebuilt, so that we might have, instead, less than 1,000 well-designed and well-built ones with two or more rooms. I am aware of the fact that in some sections, on account of bad roads and sparseness of population, consolidation is difficult. I am aware of the fact, also, that people become attached to a site after a schopl has been located there for some time. I am also familiar with the desire of many a prominent man in a com- munity to have a school near his home ; but notwithstanding all these, I think we need a concentration and a consolidation of re- sources and efforts. The strongest argument that I have heard in favor of consolida- tion is, wherever it is tried the people like it, and usually become its best friends and supporters when it is put into operation. The people in the northeastern part of Barnwell County decided to abolish two small schools and build a union school. After this was done the work was so much better that two more schools decided to join, making four in all. The accompanying cut shows the last action, when the first combination joined with the two other schools to form a larger consolidation. The new school has three teachers, more than a hundred children, a nice assembly hall, which serves for public meetings, lectures, etc., a library, patent desks, maps, globes and other equipment. The building will soon be painted. The teachers are all graduates of the leading colleges — teachers of expe- rience, and specialists in their departments. It is very easy to see that it is better for a child to come to such a school, even if he lives three or four miles away, than to go to an unfurnished, uncomfort- able, one-room school, where one teacher had to try to teach all of the branches from the primary to the college. REPORT ON CONSOLIDATION FOR HEALING SPRINGS SCHOOL. Before After Consolidation. Consolidation. Enrolment 100 102 Average daily attendance 52 jo ' Number of teachers 3 3 Average monthly salary of teachers $33 00 $50 00 Value of schoolhouses $225 00 $2,500 00 Value of equipment $25 00 $200 00 Amount of funds raised by local taxation. . $50 00 $300 00 8 SCHOOL IMPROVEMENT. Before After Consolidation. Consolidation. Length of school term ..6 months 8 months Distance of farthest child from school. .. .2 miles 3 miles Distance of majority of children from school.! mile 1^4 miles Number of children more than two miles from school none 8 Often I have heard patrons complaining that their children went to a school and only recited once or twice a day, and I have even heard them say that some days they did not recite at all. This was where there was only one teacher. I have never heard such a com- plaint from a consolidated school with special teachers for the primary, intermediate and advanced departments. Three schools in Anderson County, near the Pickens line, consoli- dated, and the appended table shows that hereafter they will have an eight- or nine-months session, with three teachers. They have been in session six months this year, even after they spent nearly $3,000 on the building aiid equipment. This is strictly a country community, being seven miles from any town or railroad. It illus- trates what can and ought to be done in hundreds of other com- munities. It will be noted that a large majority of the children are within two miles of the schoolhouse. The vast improvements in comforts, equipment and advantages will certainly repay those who are a little further from the consolidated school than they were from one of the small $100 schoolhouses. REPORT ON CONSOLIDATION FOR WALKER MCELMOYLE SCHOOL. Before After Consolidation. Consolidation. Enrolment 167 184 Average daily attendance 90 98 Number of teachers 5 3 Average monthly salary of teachers. . . . $30 00 $43 80 Value of schoolhouses $175 00 $2,500 00 Value of equipment $75 00 $280 00 Amount of funds raised by local taxation, .none $257 00 Length of school term 4^ months 6 months Distance of farthest child from school ... 2 miles 314 miles Number of children more than two miles from - school none 26 This school will run eisfht or nine months hereafter. -<-4li' . -^^i* ■'V 1 ■* . ^\ ■ Co G "Q C3 o -^ h^ 10 SCHOOL IMPROVEMENT. At the Eastover School, in Richland County, the pupils who live some distance are brought together, at a small expense, with covered spring wagons or hacks, with seats on each side. When three or four schools are consolidated, enough money is usually saved in fuel, equipment, salaries, etc., to more than pay the expenses of con- pclidation. An interior view of this school shows a library, globes, maps, pictures, etc. The following are some of the advantages given by those who have consolidated their schools: (i) Better teachers, (2) better classi- fications, (3) better buildings, (4) better equipment, (5) greater interest and enthusiasm, (6) greater enrolment and attendance, (7) more economical use of funds, (8) more punctuality, (9) better supervision, (10) longer terms, (11) better health, because of better buildings, (12) richer course of study, with more high school features, (13) more special branches taught, (14) larger libraries, literary and debating clubs, (15) better sentiment and support. Since the Legislature enacted the rural library law, a little more than a year ago, about 500 libraries have been established in the schools of this State. This is not all that has been accomplished along this line, for the library work in the country schools has added impetus to city and college libraries. There has been something of a library movement in our State during the past few months. The establishment of a library in a country school often leads to other equipment. When a district makes one improvement, it is easier to get it to make another. A teacher and some large girl^ in a school- room once formed a sewing society. They made some nice, tidy white aprons, and gave one to a little girl whose environment at home was unattractive. When she went home her mother noticed that the apron was clean, and the other clothes, as well as the child, were dirty. So the mother used soap and water in order to produce harmony. Then she noticed that the other children were not in keeping with the little sister, so she used a liberal allowance of soap and water on them. Then she observed that the floor and windows needed attention, so she cleaned them. By and by the old gentleman came in and she saw that he did not match the rest of the family, so she used the soap and water on him. When he looked around he saw the changes, and was impressed that the outside of the house and the outbuildings did not harmonize with the inside, so he bought paint and lime. He painted the house and whitewashed the barn and fences. The neighbors saw the improvements and de- termined that they w'ould not be behind, so they painted their houses ^ 12 SCHOOL IMPROVEMENT. and whitewashed their outbuildings. So it came about that the Httle white apron cleaned up the whole community. I believe, there- fore, in introducing some improvement into a school community, whether it be better teachers, a local tax, a new building, new desks, pictures, paint, or a library. The library case which has been put into the schools is, in itself, a beautiful piece of furniture, and it naturally calls for other improvements in the interest of harmony. The books which have been adopted for the libraries have been carefully selected. Educators in this and other States have strongly commended the list. Many of the books are especially suited to children, while quite a number have been selected with the view of helping the fathers and mothers. Several treat, in a very practical way, of agriculture, horticulture and stock raising. In enacting the school building law, as well as the library law, the General Assembly showed a desire to build up the common schools. If the people show their appreciation by taking advantage of these provisions, and by the manifestation of a strong determination for better public schools, I am confident the Legislature will enact other laws looking to the improvement of our school system. Greater ap- propriations will be made for our public schools as we strengthen our organization and perfect our system. I wish, therefore, to urge upon every community to take some forward step. We should have growth and progress all the time. A stagnant community and a dormant school do not furnish suitable conditions for the education of a growing, aspiring child. We cannot afford to stand idle while others are going forward. Many times have I heard good men say, ''this school was good enough for me, and it is good enough for my child." Such men forget that if their advantages had been better, their success would have been greater. A man who lo^es his child desires to give it greater opportunities and privileges than he had. The times demand more. Thirty years ago the conditions were dis- couraging. Now there is hope. The communities and States which give most for education enjoy the greatest prosperity and secure the improvement of their citizenship. It can be proven by statistics that the wealth producing power of a State is directly dependent upon its educational advantages. What you put into the schools comes out in the life of the people. The patent office shows that those States which expend most on their schools have made the most in- ventions. We need more ingenuity, originality and thinking power. One idea is often worth more than a plantation. It is high time Case for Rural Libraries. 14 SCHOOL IMPROVEMENT. that we go about the education of our children in earnest. This is certainly the greatest business in which a people can engage, and yet we do not always go about it in a business way. Let us accomplish great things for the schools this year. The good results will be felt throughout the ages, but will be immediately beneficial to the devel- opment and prosperity of our State. O. B. MARTIN, State Superintendent of Education. April 22, 1905. N. B. — The designs and specifications for building schoolhouses, as shown in this pamphlet, were prepared by Messrs. Edwards & Walter, Architects, Columbia. S. C. Blue prints may be secured from them at a small cost. AN ACT TO ENCOURAGE THE ERECTION OF ADEQUATE PUBLIC SCHOOL BUILDINGS. Be it enacted by the General Assembly of the State of South Carolina : Section i. That the County Boards of Education of the various Counties of this State be, and the same are hereby, authorized to annually set aside, from the surplus remaining from the net income derived by the State from the dispensary profits, an amount equal to five per cent. of. the entire public school funds of their respective Counties, which said amounts shall be used by the said County Boards of Education for the purpose of encouraging and aiding in the construction of adequate public school buildings in their re- spective Counties. Sec. 2. That when the friends, patrons or Trustees of any public school in any school district in any County in this State shall raise by private subscription, special tax, regular tax, sale of old buildings, issuing bonds, or otherwise, funds for building a schoolhouse in such district, the County Board of Education of such County shall turn over to the Trustees of such school, from funds set aside for such purpose under this Act, fifty dollars ($50) for each one hundred dollars ($100) so raised by such friends, patrons or Trustees for constructing such school building: Provided, No one school shall receive more than three hundred dollars under the provisions of this Act : Provided, further, That no more than one school in any one district, in any one year, shall receive such aid. Sec. 3. That County Boards of Education shall give the preference to school districts Avhich have combined and consolidated two or more school buildings. Sec. 4. That any school district availing itself of the provisions of this Act shall comply with plans and specifications approved bv the State Board of Education. Sec. 5. That no school shall receive aid under the provisions of this Act without the approval of the County Board of Education. Sec. 6. That the funds provided for in this Act be paid out bv the County Treasurer only upon the warrant of the County Board of Education, countersigned by the County Superintendent of Educa- tion, and any funds not used by the end of the year shall revert back to the general school fund of the respective Counties. This Act to go into effect immediately on its approval. SCHOOL YARDS AND SCHOOLHOUSE ARCHI- TECTURE. SCHOOL SITE. In selecting a site, the size, soil, drainage, elevation and con- venience of approach should be considered. No school site ought to contain less than one acre, and two acres is none too large. The soil should be dry and porous and if not naturally, should be artificially, drained. The frontage should be about two-thirds of the depth of the lot. The site selected should be the brightest, most healthful, and most beautiful spot to be found near the center of the district. Natural beauty of surrounding should be secured if possible. A community cannot afford to sacrifice quality of soil, sightliness, ele- vation, and drainage to the single item of central location. The site should be elevated, but not on a bleak hill, the lot highest where the school building is located and gently sloping away from it. The house should be back of the center of the lot with the playground in the front, or it may be in front of the center with the playground in the rear. The best place for the woodhouse is in the rear of the schoolhouse, or at the side as circumstances permit. No trees should be within twenty feet of the school building. The area at the sides of the building should be reserved for flower gardens, and a row of trees be planted' around the lot. The land should be deeded in fee simple to the trustees of the district. OUTBUILDINGS. For rural schools the outbuildings should be located in the rear corners of the lot, and never side by side. For the average school they should not be more than six feet square and seven and one-half feet high, and should be thoroughly whitewashed inside and outside, and inclosed by a tight board fence seven feet high. The vault may be of cement or brick and open at the rear for convenience in clean- ing. Proper urinals should be provided in the boys' closet. The vault and urinals should be thoroughly cleaned at least twice each year and thoroughly dusted with dry coal ashes and chloride of lime. SCHOOL BUILDING. The foundation walls should be of brick or stone laid in cement, with ventilators on each of the four sides when there is no basement ; SCHOOL IMPROVEMENT. ' 17 these ventilators may be three-inch tile extending through the wall. The walls should extend three feet above the ground. In every case it would be highly advisable to have a basement under the entire building, which may be partitioned for a furnace room, a workshop and kitchen. A simple manual training outfit, costing from fifteen to twenty-five dollars, ought to be placed in the workshop, where the boys may learn the use of the common tools and often make ap- paratus for use in the school. A cook stove and a few kitchen utensils will give the teacher and the girls an opportunity for cooking warm dinners and gaining some wholesome lessons in domestic economy. This is practical education and can be secured at very small cost. The remainder of the room may be used for a play- room on stormy days. A table on which lunches may be spread should be built on one side of the playroom. This basement should be eight feet high, floored with cement. It would be an excellent plan to build in the walls of the schoolroom cupboards or cases with glass doors for books, specimens of various kinds, pioneer relics, and apparatus. The exterior of the building should be simple in construction and without unnecessary ornamentation. SIZE OF SCHOOLROOM. In general the width should be two-thirds or three-fourths of the length. A room 24x32 should be twelve feet high. Generally the height of a schoolroom should be more than eleven feet and less than fifteen feet. The schoolroom should be narrow from left to right of the pupil. The floor area should be sufficient to give each child not less than twenty square feet of surface. The teacher's desk should be at the side of the room which is not provided with windows. WINDOWS. All things considered, it is best to have a schoolhouse face the .south or west. In this way the windows may be on the east and north, or west and north sides, thus avoiding the glare of sunlight. The windows should be provided with opaque shades of a color to harmonize with the finish of the room. The windows should be grouped close together to avoid cross lights, and so far as possible be placed in the wall at the left of the pupils when seated. The rear window on this side should be near the rear wall and the front i8 SCHOOL IMPROVEMENT. window opposite the front desks. The window should extend to the ceiHng and down to about three feet six inches above the floor. There may be windows in the rear wall when necessary. The area of glass in a schoolroom should be equal to one-fifth of the floor space; i. e., if the room is 24x32 there are 768 square feet in the floor, and there should be 153 square feet of glass in windows. Four windows seven and one-half or eight feet long, and three feet wide, should be grouped in the side wall ; and three of the same size in the rear. No windows should be placed where children must face them when seated at their desks. BLACKBOARDS. It is preferable to have all blackboards of slate, at least forty-two inches wide and placed on all the walls where there are no windows. In rural schoolhouses the lower edge of the board should be within twenty-eight inches of the floor. In grammar and high schoolrooms it should be about three feet from the floor. DESKS. Single adjustable desks should be furnished in all schoolrooms. The seat and back of the desk should fit the child's body and permit the feet to touch squarely on the floor. Seats of the same size should be placed in the same row, with aisles from thirty inches to three feet in width. At least three sizes of desks are needed in every rural schoolroom : No. 2 for the older pupils. No. 3 for intermediate and No. 5 for the young children. The desks for small children should be so placed that the edge of the desk in front of the child is nine inches from the back of his seat. For intermediate grades this space should be ten to eleven inches, and for higher grades twelve to thirteen inches. In the average schoolroom light-colored desks are preferable, as they harmonize easier with other furnishings. The cherry, or dark- colored desks should be used only in rooms that are very light. VENTILATION. In the single-room school buildings, a simple and effective mode of supplying fresh air is to have an air-tight galvanized iron, or other metallic conduit, extending from the outer air, where its openings are covered with strong wire netting, through foundation walls un- der the floor to beneath the stove, then up through the floor, closely SCHOOL IMPROVEMENT. 19 connecting with the galvanized iron, or zinc jacket, surrounding the stove except for the fuel and draft entrances. This fresh air conduit should be large enough to supply 1,800 cubic feet of air per hour to each occupant of the room, when the natural movement of the air is less rapid, that is when the tempera- ture of the outdoor air is only about ten degrees lower than that of the indoor air. The sizes of the flues for the supply of fresh air and the removal of vitiated air should be about the same, and should be determined by the number of persons who will occupy the room, and not by the cubical contents or floor space of the room. The minimum floor space of twenty square feet should be provided for each occupant. A room 24x32 feet should accommodate about forty persons ; and according to the standard just given, they would require a total of 72,000 cubic feet of fresh air per hour. These figures are in accordance with the plans of our best architects and health officers, but in a rural schoolroom, where the doors are fre- quently open and stand open during intermissions, a larger number of pupils can be safely seated in a room of the size indicated. As- suming the height of the ventilating shaft for this room, measured from the floor level of the room to the top of the shaft above roof, to be twenty-five feet, the fresh air and ventilating flues should be about thirty inches in diameter, if circular, or thirty-five inches square. The ventilating shaft must be warmed in order to be of much value, and for this reason it must be built in connection with the chimney. The smoke flue may be made of tile placed inside the ventilating shaft, or it may be built at one side, a thin partition between. The ventilating shaft should open into the room at the door by a register. If possible the opening from the shaft into the room should be made larger than the inside measurement of the shaft ; that is, from the shaft to the interior of the wall, the surface should slant outward, so that a register built in the wall is one-third larger than the area of the shaft, the register being thus wider than the shaft, and should not be over sixteen inches in width up and down. No register should be wider than this, because we desire to remove the lowest stratum of air, which is the coldest and most likely to obtain objectionable dust. In many localities, it would be just as cheap and much more effective to have a furnace instead of a stove, and in this case the ventilating shafts may be built the same as indicated above. 20 SCHOOL IMPROVEMENT. INTERIORS. In single-room buildings the halls should be at least eight feet square, and hallways in two- or three-room buildings should be suffi- ciently wide to admit two files of marching students. The wardrobes should be large enough to allow a separate hook for the wraps of each child. These rooms should be well ventilated, and warmed in the winter. The stairs should be from five to seven feet wide, according to the number of children and number of rooms ; the risers not less than five nor more than seven inches high, and the treads twelve inches wide. There should be as few turns as possible and the stair- case should be so arranged as to permit a teacher to command it from one position. In many instances we have fine looking school buildings on the outside, but when we go within we find improper lighting, no ventila- tion, poor heating facilities, and no attempt at wall decoration. The exterior should be as attractive as the means of the com- munity wall warrant, but it is much more important that attention be given to proper interior condition^. All woodwork should be plain, so as to afiford the least possible opportunity for accumulation of dust. The doors, wainscoting, and other wood work should be of oak, or hard pine, stained the proper shade of green, gray or brown; and finished with a coat of wax or varnish rubbed to remove the gloss. COLORS FOR INTERIOR. A pleasing interior depends more upon the coloring than upon any other single feature. The floor should be the darkest surface in the room, except the blackboards ; and the wainscoting, if it must be painted, should be several shades lighter than the floor. A good color for the wainscoting is produced by putting a small amount of raw sienna and chrome yellow with white paint, thus giving what painters call "cream white." The moldings and finishing board of wainscoting should be darker, or a light brown. The wall spaces not occupied by blackboard or wainscoting may be tinted a light cream, very light gray, blue gray, olive green or light bufif. In all cases the tints should be of the lightest and most delicate shades. A molding may be fastened to the wall, from which pictures may be hung. Above this band or molding the tint should shade from the wall color to that of the ceiling. SCHOOL IMPROVEMENT. 21 All moldings and borders should be darker than the groundwork. If the walls must be papered, the same plan of shading should be ob- served. The ceiling should be a very delicate cream tint, light buff, or light green. The color of the walls should harmonize with the woodwork, either by analogy or contrast. The window shades should be of the same tint as the walls, or slightly darker. The harmony of color should be preserved with reference to the lighting of the room. If the light is strong, darker shades should be used. With a north or east light, "warm" colors, such as light cream or light orange, will give the impression of warmth to the otherwise cold blue of the air. This matter of finishing should receive the most careful study by architects and building committees, bearing in mind that trying colors, such as the strong tones of blue, and any hue of violet or red, should always be avoided. School officers should insist upon having the interior of the school- rooms properly arranged, tinted and decorated, and these matters should never be intrusted to a novice, nor should prejudice or econ- omy be permitted to work irreparable injury to the eyesight or health of the children. DESIGNS FOR SCHOOLHOUSES o CLA55 UOOM ZIX 29' VATePCOBf 6X 10 ' WAVVJfOSt «X fC ' No.. I. Nu. 1. A Model One-Room Frame School Building. This is an excellent plan for a one-room school building, which may be built either with wood or brick. It has a large vestibule entrance with wardrobes adjoining on each side. The classroom is well lighted from the left and rear and may be heated with a stove or furnace. o CLA5S, I200M Zl* 30' VATID720DE y^^'^^ VE5TI5VLE: 21 -J 0- 6x // ' No. 2. No. 2. Building No. 2 is practically identical with No. i in plan, differing mostly in the treatment' of the exterior, which is, perhaps, shghtly less expensive. This idea could be developed into a very pleasing and satisfactory building from every standpoint. o 1^ I CLASS T2.00M 2 6 'kJ'S' POT2CH CNTJ?ANCE MALL 1" T 1 I VARPROPt I WAV.VRORE | o h No. 3. No. 3- This one-room building has the merit of being very simple, but at the same time very well arranged, and it embodies every con- venience possible in a building of its size. The classroom is consid- erably larger than those of the preceding examples, and it is also well lighted. The larger teacher's closet may be used as a fuel room conveniently if desired. 3 2.'-o X ^S-o" PXATFOttf No. 4. No. 4. A very neat little one-room building with one wardrobe. Tiie classroom is of good size and well lighted from the left and rear. Provision is also made for a bookcase to be built in as a permanent fixture. No. 5. This plan for a two-room building has man}' good features. Each classroom has a wardrobe adjoining, also a large closet which may be reserved for the teacher's personal use or to keep school supplies. This plan permits of building only the classroom on the left, together with its wardrobe and vestibule, at first ; the second classroom could be added when needed. If desired the partition between the class- rooms may be made a rolling partition, in order that the two rooms may be thrown into one large auditorium whenever necessary. d d No. 6. This plan is very similar to No. 5 — in fact, it contains all of the characteristics of that building. The rooms are well lighted from the left and rear. The exterior design is very pleasing, and will make a decidedly satisfactory building both on the exterior and interior. If desired, the roof could be made higher and crowned with a cupola. o ¥ Ci.A55 T2.pOM 1 , J PLATPOFt VAT2PG0BE: \/C3TJI)VLE WARP 6> EOBE /o-t ■■ _ Xn. 7. No. 7. Building No. 7 contains two classrooms, which may be built with a rolling partition between, in order that they may be thrown to- gether, forming one large auditorium whenever necessary. 00 6 No. 8. This three-room building has each room so placed that it is prop- erly lighted from the left and rear of the pupil. It can be made a six-room building by adding another story and providing a stairway in the entrance hall, or a reverse plan of three rooms could be added on the left, making six rooms all on one floor. In this manner the building can be increased three rooms at each time until it contained twelve rooms, or nine rooms and a large auditorium. ON d No. 9. This is a splendid plan for a one-story four-room building, with one wardrobe for each classroom. It has spacious entrances from both the front and rear, and large central hall or rotunda. The front entrance is extended into a very pretty tower of simple but very effective design and which can be made to serve as a bell tower. o Gi-Aaa. ROOM *-* 'x.3o' PL.ATFORM CLAS5. TIOOM y^"/V>y^ Floor Plan. No. lo. 1305TRVM. MALL ASaCMDLy riALL 3S'-6"j<^5' Second Floor Plan. No. lo. WAKV I ROBE 5xi^ li. (- < CLA55 EOOM pu/^rovM CLA55. ROOM ^4- X 3o' vSCCOND rLOOn PLAN AUTtyNATc row Pi. AN NaiQ No. lo. No. lo. Building No. lo is arranged with two classrooms on the first floor, with an auditorium on the second floor. This building can be doubled in size by building a reversed plan adjoining the hall on the left. An alternate plan of the second story divided into classrooms is also shown. 2 I- il til J ? §^ L O First Floor Plan. No. II. Second Floor Plan. No. II. No. II. Building No. ii is designed to be built of brick. It contains four classrooms of usual size and one large classroom or auditorium, also a teacher's room or school library. This building is designed to be heated with a furnace, and has every provision made for ventilation. The exterior is chaste and of simple line but good proportion. ^ ^ ^ o o d I § <0 No. 12. This plan for a four-room school building with auditorium on the second floor has been built for the Belton Mills, at BeIton,^S. C. ; The Pelzer Manufacturing Company, Pelzer, S. C. ; The F. W. Poe Manufacturing Company, Greenville, S. C. ; The Monarch Mills, Union, S. C, and the Victor Manufacturing Company, Greer, S. C. It is a very economical building, and for that reason it is extremely popular. o No. 13. This six-room brick school building has been built at Clinton, S. C, and also at Honea Path, S. C. It was designed with a view to the future addition of four rooms, two additional rooms on each floor, making it ultimately a ten-room building. Its plan as enlarged would be identical with plan of No. 14, which follows. The build- ing has a basement with furnace and fuel rooms. Play rooms could also be incorporated if desired. o o No. 14. This plan is identical with No. 13, except that it has ten rooms and the exterior is of different design in the middle portion. This build- ing was built at Walhalla, S. C. ti. ^ o I ^ o ;z; No. 15. This building, containing six classrooms and a beautiful audi- torium, was built at Laurens, S. C, for the Laurens and Watts Mills, and is known as the "Mills School." The second floor contains a superintendent's office, supply rooms and toilet rooms. The arrange- ment is all that could be desired from an economic and hygienic standpoint, and every convenience is embodied. .The exterior walls are of brick and stucco, and in design it is one of the most beautiful school buildinsrs in South Carolina. ^ 1' — fl ^ n..|5 > : = • Jb «'^' 1 M fl I 1