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The University of the State of N ew York 
 
 The State Department of Education 
 School Buildings and Grounds Division 
 
 251692 
 
 SCHOOL BUILDINGS AND GROUNDS 
 
 The General Society of 
 Mechanics and Tradesmen 
 of the City of I\lew York 
 Reference Section 
 
 Volume J of the eleventh annual report of the State 
 Department of Education 
 
THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Regents of the University 
 With years when terms expire 
 
 (Revised to' July i, 1917) 
 
 1926 Pliny T. Sexton LL.B. LL.D. Chancellor - . _ Palmyra 
 
 1927 Albert Vander Veer M.D. M.A. Ph.D. LL.D. 
 
 Vice Chancellor Albany 
 
 1922 Chester S. Lord M.A. LL.D. ----- Brooklyn 
 
 1918 William Nottingham M.A. Ph.D. LL.D _ _ - Syracuse 
 1921 Francis M. Carpenter ------ Mount Kisca 
 
 1923 Abram L Elkus LL.B. D.C.L. ----- New York 
 
 1924 Adelbert Moot LL.D. ------ Buffalo 
 
 1925 Charles B. Alexander M.A. LL.B. LL.D. Litt.D. - Tuxedo 
 
 1919 John Moore - -- -- -- - Elmira 
 
 1928 Walter Guest Kellogg B.A. LL.D. - - - - Ogdensburg 
 
 1920 James Byrne B.A. LL.B. LL.D. - - - - New York 
 
 1929 Herbert L. Bridgman M.A. ----- Brooklyn 
 
 President of the University and Commissioner of Education 
 
 John H. Finley M.A. LL.D. L.H.D. 
 
 Deputy Commissioner of Education and Assistant Commissioner for Elementary Education 
 
 Thomas E. Finegan M.A. Pd.D. LL.D. 
 
 Assistant Commissioner and Director of Professional Education 
 
 Augustus S. Downing M.A. L.H.D. LL.D. 
 
 Assistant Commissioner for Secondary Education 
 
 Charles F. Wheelock B.S. LL.D. 
 
 Director of State Library 
 
 James L Wyer, Jr, M.L.S. 
 
 Director of Science and State Museum 
 
 John M. Clarke Ph.D. D.Sc. LL.D. 
 
 Chiefs and Directors of Divisions 
 Administration, HiRAM C. Case 
 
 Agricultural and Industrial Education, Layton S. Hawkins M.A. 
 
 Archives and History, James Sullivan M.A. Ph.D. 
 
 Attendance, James D. Sullivan 
 
 Educational Extension, William R. Watson B.S. 
 
 Examinations and Inspections, George M. Wiley M.A. 
 
 Law, Frank B. Gilbert B.A., Counsel 
 
 Library School, Frank K. Walter, M.A. M.L.S. 
 
 School Buildings and Grounds, Frank H. Wood M.A. 
 
 School Libraries, Sherman Williams Pd.D. 
 
 Visual Instruction, Alfred W. Abrams Ph.B. 
 
The University of the State of New York 
 the state department of education 
 
 ALBANY 
 
 SCHOOL BUILDINGS AND GROUNDS DIVISION 
 
 July 6, 1917 
 
 Dr John H. Finley 
 
 President of the University and Commissioner of Education 
 
 Dear President Finley: 
 
 I beg to submit for publication manuscript bearing the title "School 
 Buildings and Grounds of New York State," with numerous illustrations 
 of plans and views of interiors and exteriors of buildings that have been 
 constructed since the enactment of the school building law in 1904, together 
 with various illustrations of school grounds, outdoor gymnasiums, play- 
 grounds, athletic fields and school gardens. 
 
 In addition to material for general information and guidance, the 
 book embodies the law governing the approval of plans for school buildings 
 and the rules and regulations of the Board of Regents adopted pursuant 
 thereto. 
 
 In the preparation of the text, suggestions and criticisms have been 
 freely sought from specialists in various fields, and sympathetic and help- 
 ful responses have been as freely given. Appreciative acknowledgments 
 are hereby extended to all who have thus aided in this undertaking, and 
 to the architects who have freely and graciously responded to requests 
 for illustrations. 
 
 In making selections, it has been the object to represent schools of 
 all sizes, types and kinds in every section of the State. This publication 
 will therefore represent actual working conditions rather than ideal con- 
 ditions. A comparison of the illustrations will give an idea of the progress 
 and development in school building construction since the beginning of 
 the period under the school building act and the unification of the .educa- 
 tional departments, which took effect the same year and approximately 
 the same date. 
 
 Very respectfully yours 
 
 Frank H. Wood 
 Chief, School Buildings and Grounds Division 
 
 5 
 
March /, /p/J 
 
 Hon. Thaddeus C. Sweet 
 
 Speaker of the Assembly 
 
 Assembly Chamber 
 
 Alba7iy, N. Y. 
 
 Sir: 
 
 Pursuant to law, volume 3 of the annual report of the Education 
 Department for 1915, entitled " School Buildings and Grounds of New 
 York State 1904-15," is herewith transmitted to the Legislature. 
 
 Very respectfully yours 
 
 St Clair McKelway 
 
 Chancellor of the University 
 
 John H. Finley 
 
 Commissioner of Education 
 
 6 
 
INTRODUCTION 
 
 If a democracy were to choose a symbol that would best represent its 
 aspiration and give record and promise of its achievement, it must select a 
 schoolhouse. Without the schoolhouse and its ministries it is hardly con- 
 ceivable that there could be an enduring self-governing state. A collection 
 such as this has more than its practical value in giving illustration and 
 advice as to methods of heating, lighting, ventilation, ornamentation, etc., 
 for it gives intimation and material measure of the higher purpose of the 
 State, and a visible representation of the spirit of the communities in which 
 these houses stand. It is a splendid material advance that this collection 
 illustrates, and Mr Wood is to be congratulated not only upon what he has 
 here gathered but upon the work of years which has helped to make such a 
 collection possible. 
 
 It is published, however, not as a record but as an incentive and as a 
 guide in future building, in giving more adequate space and more beautiful 
 form to that provision through which one generation seeks to make the next 
 one a better one. And as the proper instruction of our boys and girls is the 
 highest and most important function in which the home, the community 
 and the state unite, the school building and grounds of every locality should 
 be a concrete expression of its highest ideals, a translation into visible form 
 of the best thoughts of the best minds, the outgrowth and consummation 
 of all that it can conceive and do for the physical, intellectual and spiritual 
 needs of its youth. 
 
 The schoolhouse and grounds should also be the comm.on center of 
 interest and helpfulness for the entire community, the one place where all 
 may take pride in meeting, on a common level, with equal rights and with 
 common aims, hopes and aspirations; the one place where all may freely 
 join in whatever will minister to the social, industrial, educational and spir- 
 itual welfare of the community. 
 
 The school building must be roomy, comfortable and sanitary, with 
 ample facilities for the proper development of all essential educational 
 activities. It should be attractive within and without, elevating in its effect 
 on the esthetic sense, worthy of inspiring respect and reverence for itself as 
 well as for what it represents; and to that end, I am hoping that we may 
 develop architectural types more beautiful than some that are represented 
 here. The grounds should be large and well located, with liberal provision 
 for play and physical training, and when practicable with abundant expanse 
 of lawn interspersed with trees, shrubbery and flowers. If only one place 
 in any district, be it country, village or city, can be made beautiful and 
 attractive, adorned with nature's and man's best, let it be the school grounds. 
 
8 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 As a people, we have been backward, not to say inexcusably negligent, in 
 the realization of these ideals. Only thirteen years have passed since special 
 legislation governing school building construction in this State was enacted. 
 Happily within this period great progress has been made in the character 
 and number of new school buildings and in the selection and improvement 
 of school sites. Within this time, distinct types of school buildings have 
 been developed that mark an epoch in construction; plans have been form- 
 ulated and are being put into execution for the improvement of school 
 grounds that give promise of ultimate revolution in the general character 
 of school surroundings. 
 
 It is the object of this volume to visualize some of these improvements, 
 to point out so far as practicable the development that has taken place dur- 
 ing the period in question and to illustrate the efforts which communities 
 small and large are putting forth to give expression to their ideals of the kind 
 of school homes their children should have. A table at the close tells 
 what new and remodeled buildings have been credited to each district and 
 municipality of the State and the cost thereof. It is an expenditure of 
 magnificent proportions, worthy of a prosperous and progressive people. 
 It is an exhibit that augurs well for the early elimination of the old, unsani- 
 tary type of school building that has been with us so long. 
 
 An examination of the cuts, diagrams and pictures reveals a growing 
 tendency to make the school a community center. This may be seen in 
 the provision for auditoriums and rooms for general assembly, in the equip- 
 ment for projection lanterns and moving pictures. It also finds expression 
 in the selection and improvement of school grounds, an excellent exemplifi- 
 cation of which may be seen in the Salamanca illustration, where the school 
 district and the municipality entered into an understanding whereby they 
 purchased large adjoining tracts and formed a combined public and school 
 park. 
 
 The illustrations of outdoor and indoor gymnasiums, playgrounds and 
 athletic fields point to the growing interest in physical training and an 
 appreciation of its place and value in the school curriculum. 
 
 The illustrations of science laboratories and vocational activities indicate 
 the growth and development of these important departments in recent 
 years. Numerous other illustrations tell of the efforts to make school 
 buildings safe and sanitary. 
 
 It is hoped that this publication will prove an encouragement to those 
 communities that have already put forth their best efforts and an aid and 
 incentive to others to do likewise. 
 
 I John H. Finley 
 
The General Society of 
 Mechanics ard Tradesmen 
 of the City of New York 
 Reference Section 
 
 SCHOOL BUILDINGS AND GROUNDS 
 
 I 
 
 SCHOOL BUILDING ACT 251692 
 
 (Sections 451 and 452 of the Education Law as amended by chapter 140 of the 
 
 Laws of 1910) 
 
 Section 451 Plans and specifications of school buildings must be 
 approved by Commissioner of Education, i No schoolhouse shall here- 
 after be erected, repaired, enlarged or remodeled in a city of the third class 
 or in a school district, at an expense which shall exceed $500, until the 
 plans and specifications thereof shall have been submitted to the Com- 
 missioner of Education and his approval indorsed thereon. Such plans 
 and specifications shall show in detail the ventilation, heating and lighting 
 of such buildings. 
 
 2 The Commissioner of Education shall not approve the plans for 
 the erection of any school building or addition thereto or remodeling thereof 
 unless the same shall provide 
 
 a At least 15 square feet of floor space and 200 cubic feet of air space 
 for each pupil to be accommodated in each study room or recitation room 
 therein. 
 
 b For assuring at least 30 cubic feet of pure air every minute per pupil. 
 c The facilities for exhausting the foul or vitiated air therein shall be 
 positive and independent of atmospheric changes. 
 
 3 No tax voted by a district meeting or other competent authority 
 in any such city or school district exceeding the sum of $500 shall be levied 
 by the trustees until the Commissioner of Education shall certify that 
 the plans and specifications for the same "comply with the provisions of 
 this section. 
 
 452 Halls, doors, stairways, staircases etc. i All schoolhouses for 
 which plans and detailed statements shall be filed and approved, as required 
 by the preceding section, shall have all halls, doors, stairways, seats, pas- 
 sageways and aisles and all lighting and heating appliances and apparatus 
 arranged to facilitate egress and afford adequate protection in cases of fire 
 or accident. 
 
 9 
 
lO THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 2 All exit doors shall open outwardly, and shall, if double doors be 
 used, be fastened with movable bolts operated simultaneously by one 
 handle from the inner face of the door. 
 
 3' No staircase shall be constructed with winder steps in lieu of a 
 platform but shall be constructed with straight runs, changes in direction 
 being made by platforms. No door shall open immediately upon a flight 
 of stairs, but a landing at least the width of the door shall be provided 
 between such stairs and such doorwa3^ 
 
251692 
 
 2 
 
 SUMMARY OF REGULATIONS GOVERNING THE APPROVAL 
 
 OF PLANS 
 
 Submission of Plans 
 
 1 The plans and specifications must be submitted in duplicate. After 
 approval by the Commissioner of Education, one set, ofiicially indorsed, 
 will be sent to the local trustee or board of education; the other set will 
 be filed in the Education Department. The set returned is the property 
 of the district, and in a union free school district should be filed with the 
 clerk of the board of education; in a common school district, with the 
 district clerk. 
 
 2 The plans must be submitted on paper not more than 36 inches 
 wide and must show in detail the ventilation, heating, lighting and plumbing. 
 
 3 The size of the rooms (length, breadth and height) and the number 
 of individual desks to be placed in the rooms must be indicated. 
 
 4 Prior to approval the following schedule of items must be supplied: 
 a The name of the town and the number of the district, or the name 
 
 of the city, the name and address of the trustee, or in a union free school 
 district, of the clerk of the board of education. 
 
 b An official statement showing that an appropriation for the con- 
 struction of the building has been voted by the district or authorized by 
 the municipality, and that the plans have been adopted for use by the 
 trustee or board of education. 
 
 c A map of the site showing its shape and size, the contour of the sur- 
 face of the ground, and the location of trees or other buildings thereon and 
 of any adjacent buildings on adjoining properties, together with a block 
 plan of the proposed new building in its proper relative position. 
 
 d Number of cubic feet in the building^; estimated cost per cubic 
 foot; total number of pupils building will accommodate; amount of 
 appropriation. 
 
 ^ The number of cubic feet of contents must be computed from the lowest level or levels ot the finished floor 
 (whether first floor, basement or cellar) to the average height of the roof, calculated from eaves to topmost point, 
 including cubic contents of all such substantial projections as bays, porches, chimneys, towers and cupolas, but 
 not including ornamental work such as cornices or pilasters or bulkheads or tank inclosures. 
 
 Where unusual conditions are encountered, in constructing foundations, such as rock excavation, piling or 
 unusual grade conditions, the cost thereof should be estimated separately. 
 
 II 
 
12 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 5 It shall be the duty of architects to see that the terms of the general 
 contract and of all supplementary contracts are so drawn as to protect 
 the district from any additional expenditures by reason of changes in the 
 plans and specifications that any contractors or subcontractors may make 
 on their own initiative, or that may become necessary to carry out effect- 
 ively the plans and specifications as originally approved and adopted. 
 
 6 Specifications must not limit the district to the purchase of products 
 of any particular manufacturer to the exclusion of products of like quality 
 of other manufacturers. 
 
 7 After the contracts are duly signed, it shall be the duty of the archi- 
 tect to report to the Commissioner of Education the name or names of the 
 successful bidders and the amount or amounts for which the contracts 
 have been let; also to furnish a list of all the bidders together with the 
 amounts of their respective bids. 
 
 8 Upon the completion of the building, prior to the presentation of 
 his requisition to the local board of education or trustee for final payment 
 for services rendered, the architect shall report to the Commissioner of 
 Education the following facts: {a) date of completion of building; (b) total 
 cost of building exclusive of site and furniture; (c) cost per cubic foot; 
 (d) cost per pupil accommodated; (e) cost of site; (/") cost of furniture. 
 
 9 Where it is necessary to provide special means for the disposal of 
 sewage, the plans therefor must be submitted for approval to the State 
 Department of Health. 
 
 Fire Protection 
 
 1 The unique value of fireproof construction for school buildings is 
 universally conceded and such construction is especially desirable in large 
 buildings where many pupils are assembled. Where conditions render it 
 impossible or impracticable to use fireproof construction throughout, it is 
 particularly desirable to have all walls, both inclosing and interior, of incom- 
 bustible material, and to make the furnace room, the first floor and the 
 stairways fireproof. Frame construction with inclosing walls of com- 
 bustible material can not be approved except in rural districts and in small 
 village districts of comparatively low valuation. 
 
 2 The plans and specifications must clearly show that proper pro- 
 vision is made in all respects " to facilitate egress and to afford adequate 
 protection in cases of fire or accident." 
 
 3 The statute requires that all exit doors (that is, outside doors) shall 
 open outwardly. This statement is not construed as applying to doors 
 into classrooms and recitation rooms, which frequently should open inward 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 13 
 
 to prevent interference and blocking of corridors and hallways, but all 
 doors opening into rooms where pupils assemble in masses, such as audi- 
 toriums, general assembly rooms and gymnasiums, should open outward 
 unless double swinging. 
 
 4 Exit doors, if double, must be fastened with antipanic bolts. 
 
 Lighting 
 
 1 All classrooms and study rooms shall be lighted from one side only, 
 the pupils' left, unless special conditions, such as width of room, render 
 it impossible or inadvisable; in such event supplemental light may be 
 admitted from the rear, but no window should be placed in the rear directly 
 opposite the teacher's desk. 
 
 2 The windows must be grouped together as nearly as possible on the 
 pupils' left so that the light may be massed, thereby insuring a compara- 
 tively even distribution of it on all study desks. Any considerable area 
 on this side without window surface should be at either extremity of it. 
 
 3 The ratio of window surface to floor surface must be at least one 
 to five. If the main light comes from the north or from a side of the build- 
 ing which is much shaded, the ratio should be one to four. 
 
 In the remodeling of old buildings some allowance is permissible for 
 the use of prism glass in the upper sash if other conditions are favorable. 
 
 4 In all class, study and recitation rooms the windows must have 
 square heads and no transoms or unnecessary framework. 
 
 5 Small panes of glass are not permissible except where narrow metal 
 mullions are used. 
 
 6 Sidewalls and ceilings must be finished in colors that will reflect 
 light well. Light gray-green, if not overdone, or light drab is recommended 
 as a wall color for southern exposure and light cream or bufl^ for northern 
 exposure. The dado should be a darker tone of the wall color. The ceiling 
 should be a flat white very slightly modified by the wall color. ^ 
 
 7 Shades for controlling the light must be translucent. The color 
 and material used in the shades should be such as to admit the maximum 
 amount of light without producing a glare. 
 
 The following methods of fastening shades are approved: 
 a Two overlapping shades fastened in the middle of the window, one 
 to draw up, the other down. 
 
 h A single shade with patent movable or adjustable fixtures. 
 
 See also page 51, Schoolroom Decoration. 
 
14 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Heat, Ventilation and Humidity 
 
 1 The specifications must contain a statement requiring the engineer, 
 architect or heating contractor, as the case may be, to guarantee that the 
 system of heating and ventilation described will heat all rooms used for 
 study and recitation and also all rooms used for coats and wraps to a tem- 
 perature of 70 degrees in zero weather, without undue pressure on the 
 appliances involved, will provide a supply of at least 30 cubic feet of fresh 
 air every minute for each pupil to be accommodated in each study room 
 or classroom, and will maintain the humidity of each study room and class- 
 room at not less than 35 per cent. 
 
 2 One-room school buildings may be heated and ventilated by an 
 approved room heater. In buildings of larger size a cellar, basement or 
 separate building must be provided for the furnace or boiler. 
 
 3 A gravity system of ventilation is permissible only in rural and in 
 small village schools. 
 
 4 The heat and vent flues should be of suflicient capacity to furnish 
 the required amount of heated air at a velocity not in excess of 300 feet 
 a minute for gravity systems and 400 feet a minute for fan systems. To 
 insure this result in gravity systems, these openings must have a minimum 
 cross section area of from two-thirds of an inch to i inch for every square 
 foot of floor area according to conditions, such as number of floor and 
 exposure. 
 
 The fan should be of ample capacity to supply the required amount 
 of air at normal velocity without running it at a rate that will either cause 
 an annoying noise or produce undue wear. 
 
 5 Heat flues must admit air to all classrooms, recitation rooms and 
 study halls at least 8 feet above floor level. Ventiducts placed on the same 
 side as the" heat flues must remove foul air from schoolrooms at floor level. 
 
 6 The attic must not be used either as a repository or as a gathering 
 chamber for foul air. Vent flues must empty into the open air above the 
 highest point of the roof. 
 
 7 Wherever practicable, the supply of pure air must be taken into the 
 building at least 10 feet above the grade line. 
 
 8 In all rooms used for study, recitation and general assembly, the 
 amount of air supplied should be somewhat in excess of the amount of air 
 exhausted in a unit of time. In all toilet rooms, rooms used for domestic 
 science or for physical and chemical laboratories, the amount ot foul air 
 exhausted should be somewhat in excess of the amount of air supplied in 
 a unit of time. The hoods in chemical laboratories must have a separate 
 
SCHOOL BUILDINGS AND GROUNDS I5 
 
 and positive exhaust ventilating system. Toilet ventilation must be sepa- 
 rate and distinct from the ventilation of study, class and recitation rooms. 
 
 9 Where wire mesh grills with not over a one-eighth inch wire and 
 i§ by 3 inch mesh are used, the area of the opening shall be of such size 
 that the velocity of the air through it shall not exceed 300 feet a minute 
 measured over the gross area of the opening. Where registers or register 
 faces are used, the area of the opening shall be 25 per cent greater than that 
 required for wire mesh grills. 
 
 10 Fresh air or vent openings may be used without registers if finished 
 in keeping with the rooms. 
 
 11 Registers and thermostats ought not to be placed so as to break 
 up spaces suitable for hanging pictures or be set in blackboards. 
 
 12 An amount of direct radiation sufficient to supplement the indirect 
 radiation in extreme winter weather is advisable; but there must be ample 
 indirect radiation to supply required air at all times. The direct radiation 
 should be used only in cold weather. 
 
 Miscellaneous 
 
 1 In classrooms and study rooms, the aisles must run the long way 
 of the room. When there is only one entrance door, it should be located 
 in the end near the teacher's desk. 
 
 2 The use of platforms can not be approved except in large study halls. 
 
 3 In the construction of stairways, the risers should be not more than 
 6 inches in elementary and 7 inches in secondary schools, and the treads 
 not less than 10 inches in the former and 11 inches in the latter. The 
 stairways should be sufficiently broad to insure the ready passage of all 
 pupils who may have occasion to use them at any time. 
 
 4 In the primary grades, the blackboards should be placed approxi- 
 mately 24 to 26 inches from the floor; in the intermediate grades 28 to 30 
 inches; in the grammar grades 32 to 34 inches, and in the high school 36 
 to 38 inches. Each blackboard should be provided with a trough at the 
 bottom, which should have an open woven wire cover on hinges. 
 
 5 Ample cloakrooms should be provided. These should be thoroughly 
 heated and ventilated. A minimum allowance of 8 running inches to each 
 pupil should be made. In primary schools the hooks should be placed 
 from 3I to 4 feet above the floor, in other schools from 4 to feet. 
 
 6 When pupils have access to a basement during school hours for 
 toilet purposes only, there must be a stairway for each sex. 
 
 7 Uncovered cement floors are not approved except for corridors and 
 special rooms, such as toilets, laboratories and shop rooms. 
 
i6 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 8 Plans for buildings of eight or more rooms should provide either 
 for a general assembly room or an auditorium. Plans for buildings of less 
 than eight rooms should have a room or two or more connecting rooms 
 suitable for the accommodation of all pupils in general assembly. 
 
 9 All plans must show adequate facilities for carrying out all the 
 provisions of the physical training act and the rules and regulations of the 
 Board of Regents pursuant thereto. 
 
 10 All plans must provide for adequate sanitary toilet facilities. On 
 or before September i, 1918, provision must be made for sanitary toilets 
 in all old buildings where not already provided, and plans therefor must 
 be submitted for approval. 
 
 11 In designing plans, adequate provision should be made for future 
 growth and development, both for increase in registration and for the 
 adoption of special lines of work that may prove desirable. 
 
 The following chapters are intended for the general information and 
 guidance of architects, trustees and boards of education together with all 
 those who are charged with the responsible duties of teaching and super- 
 vision; and it is hoped that they may point the way to helpful means and 
 methods for improving the buildings and grounds of our public schools and 
 for surrounding the children attending them with comfortable and sanitary 
 accommodations and uplifting and refining environment. 
 
3 
 
 PRELIMINARY CONSIDERATIONS 
 Initial Steps by School Boards 
 
 Trustees and boards of education are primarily responsible for the 
 proper housing of pupils under their jurisdiction. If the school building 
 is temporarily congested, it is their duty to rent suitable rooms and fit 
 them up for use. If the congestion, however, is not temp/)rary, or if the 
 building in use is unsuitable for school purposes, it is then the duty of 
 these local officials to take the necessary preliminary steps to secure the 
 enlargement of the old building ^ or the construction of a new one. In case 
 of doubt as to which of these two courses to pursue, advice should be sought 
 through the State Department of Education. 
 
 When confronted with the necessity of building, the trustee or board 
 of education should adopt every reasonable and necessary means to apprize 
 the residents of the district that better accommodations must be pro- 
 vided, with the reasons therefor. Meanwhile they should inform them- 
 selves as well as may be as to the precise kind of structure that will best 
 meet their needs. They should examine the plans of new buildings in other 
 places of like size and conditions and inspect some of these buildings. 
 Many find, it profitable to visit the Department to examine plans and to 
 consult regarding points of difficulty or uncertainty. It will be a pleasure 
 to welcome all who may come and to give all possible assistance. 
 
 The next step is to engage a competent architect, describe the kind 
 of building that is wanted, and instruct him to prepare sketches and esti- 
 mates of cost. With this done and the general public in readiness through 
 a persistent campaign of education, tactfully and intelligently conducted, 
 a call should be issued for a special meeting of the district to vote the neces- 
 sary appropriation. A form of call, and of resolutions to be offered at this 
 meeting, together with the qualifications of voters, will be found in the 
 appendix. Further information on the issuance of bonds and procedure 
 at special meetings will be found in Law Pamphlets i and 2, issued by the 
 State Department of Education, copies of which will be supplied upon 
 application. 
 
 ' See page 6i. 
 
 17- 
 
l8 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Choice of Architect 
 
 It is ordinarily not desirable to select an architect by means of a com- 
 petition except in the case of a building sufficiently expensive to warrant 
 the hiring of an architect to outline the terms of the competition and super- 
 vise its conduct. An untrained school board will ordinarily secure the 
 best results by selecting an architect of known experience and probity who 
 has constructed buildings of the sort they wish under conditions about 
 the same as they have to encounter. Architects submitting sketches in 
 competition naturally desire their work to be as attractive as possible. 
 Consequently, it is more likely than not that the sketch chosen as the most 
 desirable represents a building that will cost more than the sum appropri- 
 ated, or will have to be materially altered and in the end be perhaps less 
 desirable than other buildings pictured originally with less pretension. 
 A symmetrically designed building originally planned to come within a 
 certain sum is sure to be more attractive and serviceable than one planned 
 on larger, more expensive lines, and then altered so as to reduce the cost 
 of construction. 
 
 Location of Building 
 
 Great care must be taken to select a school site removed from objec- 
 tionable noises, polluted air, or other sources of physical or moral con- 
 tamination. Made land, wet land and land impregnated with organic 
 matter should be avoided. High land removed from manufactories, 
 stables, dumps, swampy places and other objectionable surroundings 
 should be diligently sought. Consideration should be given to the ques- 
 tion of the geographical center of the district, the center of population 
 and ease of access. This is more important in elementary than in high 
 schools. The building should not be so near neighboring buildings or trees 
 as to have the light obstructed; it is generally accepted that the distance 
 of the school building from the obstructing buildings or trees ought not 
 to be less than twice their height. 
 
 Orientation of Buildings 
 
 Buildings should be so located that all rooms used continuously for 
 study, and so far as may be those used for recitation, will receive direct 
 sunliglit during some part of the day. Rooms for drawing, laboratories, 
 domestic science, manual training and other similar lines of special work 
 may if necessary be lighted from the north. Light from the east is more 
 desirable than from the west. Light from the south as well as from the 
 north should be avoided so far as possible in classrooms, study rooms and 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 19 
 
 recitation rooms. To secure these results, therefore, it is desirable to have 
 the long axis of the building extend north and south or at as small angle 
 as possible with the north and south line. 
 
 Determining Factors in Construction 
 
 The determining factors in size, style and material of a school building 
 are the site, the appropriation, the number of pupils to be accommodated, 
 and the character of the work to be done. It is advisable and economical 
 in the end to use the best materials available, and whenever it is pos- 
 sible fireproof construction should by all means be adopted. If fire- 
 proof construction can not be used throughout, it should be employed in 
 the more essential parts, particularly the basement, corridors and the 
 stairways. 
 
 In constructing a new building, liberal provision should be made for 
 future growth. Frequently a new building is taxed to its fullest capacity 
 within a year or two after its completion. Account should be taken of the 
 fact that a new building in itself conduces in a marked degree to an increase 
 in attendance, especially in high schools. In the preparation of plans, due 
 attention should also be given to the possibilities of enlargement. 
 
 Cost of Construction 
 
 The costs of buildings of the same type, size and capacity will vary 
 widely by reason of the difference in cost of material and labor in different 
 sections of the State and in different years or at different periods of the 
 same year. It is estimated that the cost of building during the current 
 year (1916) is approximately twenty per cent more than it was a year ago. 
 In general, the cost is commonly greater in cities than in village and rural 
 districts; greater in the northeastern than in the southwestern counties, 
 and greatest of all in the Long Island and lower Hudson counties. 
 
 Height of Buildings 
 
 A two-room building should be of one story; a building of more than 
 two classrooms may be of more than one story. The height of school 
 buildings should, as far as possible, be restricted to two stories above the 
 basement. 
 
 Ground Floor (basement) 
 
 The basement should be of good height, a minimum of 12 feet if pos- 
 sible, and should be thoroughly drained. The walls and floor should be 
 
20 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 thoroughly waterproofed. It should contain ample room for heating appa- 
 ratus and be sufficiently above ground to be well lighted, and as occasion 
 requires, to afford space for toilets, lavatories, baths, playrooms, manual 
 training rooms, domestic science rooms, laboratories and shop rooms. 
 
 Attractive Appearance 
 
 It is particularly important that a school building should present an 
 attractive appearance. Great care should therefore be exercised in making 
 the exterior lines such as to insure a pleasing effect without undue increase 
 in the cost of construction. Some inexpensive features, a little touch of 
 the artist's hand here and there will often transform the entire exterior 
 effect; but tawdry ornamentation and multiplicity of angles, projections 
 and towers should be avoided. 
 
 Size and Arrangement of Classrooms 
 
 In the construction of a school building the classroom or grade room 
 is the unit. The recitation room and the study hall are to be regarded as 
 variations of it differing from it for the most part only in dimensions. In 
 planning a schoolhouse, the architect's chief problem is to get a specified 
 number of these normal units together in the most effective and economical 
 manner and have the accessory rooms, coat rooms, corridors, toilet rooms 
 and auditorium so grouped in relation to them as to yield best results. 
 Special attention, therefore, needs to be given to the features that should 
 characterize the typical classroom. Efficiency and economy are best 
 secured when the dimensions are approximately 30 by 24 feet and the 
 maximum seating capacity about 50; but it should be rarely necessary to 
 place so many under a single teacher even with most favorable conditions. 
 When several grades occupy the same room, the number should never 
 exceed 45. Department rulings permit but 40 in a single room of a rural 
 school. 
 
 Rows of seats should run the long way of the room. The considera- 
 tions determining this fact, and also deciding the approximate dimensions 
 given, are (i) that the rectangular room has less waste space in front, 
 (2) that if the room is more than 26 feet wide some pupils at the sides are 
 out of range of the teacher's vision, (3) that the blackboard arrangements 
 are more satisfactory, (4) that light should come from the pupil's left, and 
 the farthest row of seats should be distant from the windows not more 
 than twice the height of the windows, and (5) that in general such size and 
 arrangement is better for discipline and administration. On the other hand, 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 21 
 
 it should be remembered that in a room longer than 30 feet, it is difhcult 
 for the teacher to be heard and for pupils at the rear to see the front board. 
 There should be a wide aisle on the long side opposite the windows or the 
 blackboard side of the room, the inside aisles being of an equal width ot 
 from 16 to 24 inches according to the size of the desks and the age of the 
 pupils. No matter how small the desks used, the number in a room should 
 not be increased. This arrangement provides needed free floor space in 
 primary rooms for the motor activities of the children. The normal height 
 of the room, I3§ feet, is determined by dividing the air space per pupil, 
 as required by statute 200 cubic feet, by the required floor space per pupil, 
 15 square feet. It should be noted that this statutory requirement sets 
 a minimum standard, and that increased floor and air space, say 20 square 
 feet and 260 cubic feet, are desirable. 
 
 Types of High School Arrangement 
 
 There are today three common types of construction for high school 
 buildings. The general plan of one of these types of buildings consists 
 essentially of one or more large assembly rooms, primarily designed for 
 study purposes and containing seats for all pupils enrolled in the school, 
 and of a number of small rooms commonly seated with benches (not desks) 
 and adapted for use for recitations only. 
 
 Another type of building is composed principally u: a number of com- 
 bined recitation and study rooms among which pupils pass to and fro for 
 recitations. In these combined recitation and study rooms, pupils will be 
 found studying in the rear of the room while a class is reciting in the front. 
 Such rooms are commonly known as the " home rooms " of the pupils 
 who study there. 
 
 A third type, which is meeting much favor, is substantially a com- 
 bination of the other two, and consists of one or more study rooms of mod- 
 erate size, which on emergency may be also used for recitations, seated 
 to accommodate all pupils who may be scheduled for study at any period 
 of the day. Instead of a seat for every pupil enrolled in the school, there 
 is approximately one for every three pupils. 
 
 In the first type, only about one-third of the seats of the study hall 
 are occupied during recitations; hence the outlay for original construc- 
 tion and the annual cost of maintenance are materially greater than in 
 other types. The special advantage is that every pupil has the same desk 
 for study throughout the day. 
 
 The disadvantages of the second type are two: first, teachers are 
 required to take charge of a class and at the same time to supervise those 
 
22 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 who are studying in the room; and second, pupils throughout the day are 
 obHged to study in rooms where classes are reciting. The advantages are 
 economy in space and economy in teaching force. 
 
 The third type necessitates a definite assignment of seats for every 
 period of the day and suitable provision for the books and working material 
 of pupils. This is, however, merely a matter of administration which is 
 readily met. It obviates the objections urged against the other types at 
 a cost part way between the two. The first type sacrifices efficiency in the 
 use of room; the second sacrifices efficiency in results; the third is intended 
 to meet both of these difficulties at a minimum cost. 
 
 Seats and Desks 
 
 It is of vital importance that a suitable number of adjustable seats and 
 desks be provided to accommodate pupils of abnormal size. A row of 
 these to a classroom proves very satisfactory in number and arrangement. 
 The seats should be of such size that each pupil may be comfortably seated 
 with feet resting directly on the floor, and with the desk in such proximity 
 that the pupil will readily and naturally assume an upright position when 
 either reading or writing. Single or individual desks or chairs should 
 always be used. In ordinary classrooms there should be no platform. 
 
FIRE PROTECTION 
 
 Too much can not be said about the extreme importance of taking 
 every possible precaution against fire. If it is at all possible, fireproof 
 construction should be used throughout. When this can not be done, such 
 construction should certainly be employed in the more essential parts of 
 the building, particularly the basement, corridors and stairways. At the 
 very least, the entire sides and ceiling of the boiler or furnace room should 
 be plastered on metallic lath. The boiler room may well be outside the main 
 building, either in a separate structure, or in a wing or an extension of the 
 basement. Such an arrangement decreases the fire risk, economizes room 
 usable for school purposes, and removes dirt and dust from the school 
 building proper. According to the estimates of several prominent archi- 
 tects, approximately semifireproof construction increases the cost of a school 
 building from 8 to 22 per cent and absolutely fireproof construction from 
 12 to 35 per cent; but Department records and publications show that in 
 recent years several fireproof school buildings have been constructed at 
 a cost of 15 cents per cubic foot or less. 
 
 It is of extreme importance that all waste, sweepings and paper, if 
 - kept in the building even for 24 hours, be placed in metal ash cans and kept 
 in a fireproof room. To prevent distribution of burning particles by the 
 wind, a wire cage may be used for the disposal of paper and other waste. 
 Attention should be given to proper protection of hot-air and smoke flues; 
 chimneys should have tile linings for smoke flues, and no wooden flues of 
 any description should be used in the heating or ventilating systems. 
 
 Fire Alarms 
 
 In all school buildings of more than one story or housing more than 
 100 pupils, an approved fire alarm system must be provided. This is 
 essential to the proper execution of the provisions of article 28 of the 
 Education Law, requiring the maintenance of fire drills. It is recommended 
 that three separate rings of three strokes each (3-3-3) be known and used 
 throughout the State as the school fire alarm. 
 
 23 
 
24 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Fire Extinguishers 
 
 Standpipes with proper hose and easily turned valves and chemical 
 hand extinguishers are of great value if located on all floors. In non- 
 fireproof buildings, especially those of two or more stories, automatic 
 sprinklers in the basement, in laboratories, shops and domestic science 
 rooms, highly recommended by competent authorities, are coming into 
 prominent use in school buildings. 
 
 Requirements 
 
 Special statutes require that (i) all buildings if of more than two 
 stories, except in New York City, must have suitable outside stairways, 
 not ladders; (2) fire drills shall be held at least once a month; (3) all exit 
 doors shall open outwardly, and the bolts of double doors shall be arranged 
 to be drawn at one motion; (4) no winding stairs shall be employed and no 
 doors open directly on staircases; (5) in general, the school building and 
 everything in it shall be arranged with a view to preventing fire and 
 facilitating egress in case of fire. 
 
 School boards may well go beyond the requirements of the law in the 
 direction of safety. If other safeguards are essential to the proper pro- 
 tection of the lives of the children, prompt measures should be instituted 
 to provide them. It would be infinitely better to show an excess of caution 
 and to spend more money than need be than to incur the possibility of 
 afflictions such as have occurred. 
 
 Fire Escape Act 
 
 (Education Law, section 453) 
 
 Fire escapes, i All school buildings in the State, except in the city of 
 New York, which are more than two stories high, shall have properly 
 constructed stairways on the outside thereof, with suitable doorways 
 leading thereto, from each story above the first, for use in case of fire. Such 
 stairways shall be kept in good order and free from obstruction, and shall 
 not be bolted or locked during school hours. 
 
 2 It shall be the duty of the trustee or board of education having 
 charge of said school buildings to cause such stairways to be constructed 
 and maintained, and the reasonable and proper cost thereof shall in each 
 case be a legal charge upon the district or city, and shall be raised by tax, 
 as other moneys are raised for school purposes. 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 25 
 
 Fire Drill Act 
 
 (hducation Law, article 28) 
 
 Section 730 Duty to maintain drills. It shall be the duty of the 
 principal or other person in charge of every public or private school or 
 educational institution within the State, having more than 100 pupils, 
 or maintained in a building two or more stories high, to instruct and train 
 the pupils by means of drills, so that they may in a sudden emergency 
 be able to leave the school building in the shortest possible time and without 
 confusion or panic. Such drills or rapid dismissals shall be held at least 
 once in each month. 
 
 73 1 Penalty for neglect. Neglect by any principal or other person in 
 charge of any public or private school or educational institution to comply 
 with the provisions of this article shall be a misdemeanor punishable at the 
 discretion of the court by fine not exceeding fifty dollars; such fine to be paid 
 to the pension fund of the local fire department where there is such a fund. 
 
 732 Duty to instruct teachers. It shall be the duty of the board 
 of education or school board or other body having control of the schools 
 in any district or city to cause a copy of this article to be printed in the 
 manual or handbook prepared for the guidance of teachers where such 
 manual or handbook is in use or may hereafter come into use. 
 
 733 Not applicable to college or universities. The provisions of this 
 article shall not apply to colleges or universities. 
 
 Extract from Building Act 
 
 (t!ducation Law, section 452) 
 
 Halls, doors, stairways, staircases etc. i All schoolhouses for which 
 plans and detailed statements shall be filed and approved, as required by the 
 preceding section, shall have all halls, doors, stairways, seats, passageways 
 and aisles, and all lighting and heating appliances and apparatus arranged 
 to facilitate egress and afford adequate protection in cases of fire or accident. 
 
 2 All exit doors shall open outwardly, and shall, if double doors be 
 used, be fastened with movable bolts operated simultaneously by one 
 handle from the inner face of the door. 
 
 3 No staircase shall be constructed with winder steps in lieu of a 
 platform but shall be constructed with straight runs, changes in direction 
 being made by platforms. No door shall open immediately upon a flight 
 of stairs, but a landing at least the width of the door shall be provided 
 between such stairs and such doorway. 
 
 Additional local enactments commonly provide further safeguards 
 for public buildings in the large cities. 
 
LIGHTING 
 
 The eyesight of pupils should be protected and safeguarded with 
 greatest care. The increasing number of children with defective vision 
 resulting in some measure at least — we know not how large — from 
 unfavorable schoolroom conditions conclusively demonstrates the necessity 
 for so doing. No pains nor expense, therefore, should be spared to secure 
 satisfactory light. To this end, the requirements set forth with con- 
 siderable minuteness in the regulations must be rigidly adhered to, as they 
 all are essential to secure an adequate amount of light from the left of 
 pupils and an even distribution of it on all desks without glare or bands 
 of shadow. 
 
 The most troublesome problem in connection with lighting and the 
 most difficult one to solve satisfactorily is that of windo\v shades, their 
 selection, proper method of hanging, and most perplexing of all the syste- 
 matic, intelligent use of them after they are installed. Even with old 
 buildings, it is usually easier to secure the proper arrangement of windows 
 than it is to adjust satisfactorily the difficulties that arise in connection 
 with shades. 
 
 It is common to find shades that are essentially opaque instead of 
 translucent. As a result, when up, there is nothing to bar the direct rays 
 of the sun, and when down, light itself is largely excluded. Another 
 difficulty arises from the fact that shades are usually fastened so as to 
 unroll down and are commonly left half unrolled not only on clear days 
 when the sun's rays strike the windows, but also on dark days when every 
 available square inch of glass surface is at a premium. Hence the upper 
 half of the w ndow, which represents at least two-thirds of its efficiency 
 as a medium of light, becomes largely useless, especially so when shades 
 are opaque. 
 
 As already intimated above and stated elsewhere, a translucent shade 
 should be selected, one that will admit the maximum amount of light 
 without producing a glare. In color, the shades should be in harmony 
 with the color of the side walls. They should either roll from the bottom 
 or should be controlled by patent movable fixtures. 
 
 26 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 27 
 
 In a school building, Venetian blinds or any other kind of blinds 
 within or without are not to be tolerated. It is enough to say that they 
 interfere with proper lighting, without mentioning other serious objections 
 to them. 
 
 It is commonly accepted that a pupil should not be seated at a further 
 distance from the nearest window than twice the height of the window 
 from the floor. From this, it follows that (i) the upper part of the window 
 is more efficient not alone by reason of the greater amount of light it admits 
 but also because it projects light farther into the room; (2) the width of the 
 schoolroom must be governed by the height of the windows; (3) it is essen- 
 tial that windows should extend as near as may be to the ceiling; (4) 
 the normal height of ceiling, 13 1 feet, derived from dividing the unit of 
 air space 200 by the unit of floor area 15, is none too high in general to 
 insure the proper lighting of schoolrooms. 
 
HEAT AND VENTILATION 
 
 The problems involved in planning the heating and the ventilating 
 systems of a school building are so intimately related as naturally to be 
 discussed together. 
 
 The necessity of proper ventilation is no longer a matter of question. 
 Every thinking person who has even slightly investigated the subject is 
 aware of its vital and far-reaching importance. Scientific test has proved 
 again and again that good ventilation substituted for poor, means mental 
 stimulation, increase in health and working energy, and the saving of life. 
 One-third increase in mental efficiency, one-half decrease in days of sick 
 leave, 90 per cent, 75 per cent, 60 per cent decrease in hospital death rates, 
 are accredited results of specific cases where poor ventilation has been 
 changed to good.^ School boards that permit poor ventilation in the 
 buildings under their control are allowing a waste in the products of the 
 school, mental training and fact acquisition, that would be intolerable and 
 unthinkable in a business establishment. 
 
 Accordingly no single feature in the construction of a school building 
 is more important than its heating and ventilating system. Economy 
 may be exercised in a limitation of elaborate interior finishings and in 
 a wise discrimination in the use of ornate exterior decorations, but in the 
 instalment of a heating plant and proper system of ventilation, the truest 
 economy is in furnishing the best that money can buy. Frequently when 
 an appropriation proves insufiicient, the heating and ventilating system, 
 as the least conspicuous part of the building, is the first part to be 
 cheapened. This should not be so. The heating and ventilating system 
 is the very life of the building and should be the very last thing on which 
 to cut costs. 
 
 There are substantially only three methods of heating school buildings 
 that conform to modern practice and to the statutoiy requirements of this 
 and many other states. These are (i) by hot air from furnaces or venti- 
 lating stoves (room heaters), (2) by indirect radiation, and (3) by indirect 
 radiation supplemented by direct radiation. In a system of indirect 
 radiation from steam or hot-water pipes, the air is first heated in closed 
 chambers where coils of steam or hot-water pipes are installed and is then 
 
 ' See Woodbridge's " Air and the Schoolhouse," p. 28-32. 
 
 28 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 29 
 
 delivered as warm air through flues to the various rooms. In the third 
 method, an indirect heating system as just described is installed and in 
 addition to this ordinary steam or hot-water radiators are provided for 
 use in extreme winter weather. This supplementary system is especially 
 advisable in localities where the temperature frequently falls below zero. 
 Direct radiation from steam or hot-water coils, except as just explained, 
 or from ordinary stoves is no longer used in new construction, as it is 
 impossible to secure adequate ventilation by this means. Statutory 
 requirements regarding ventilation are now such as to require the use of 
 one of the three methods described. 
 
 Whatever system of heating is to be installed, certain general con- 
 siderations should invariably control. In the first place, the heating 
 system must provide for a definite system of ventilation. The Educa- 
 tion Law (section 451) requires that there shall be a minimum of 30 
 cubic feet of fresh air per minute for each pupil, and that the means for 
 securing this ventilation shall be positive and independent of atmo- 
 spheric changes. Again, only the best material and workmanship should 
 be accepted. The matter of efficiency and of expense in operating a 
 heating system depends largely upon its location in the building, its 
 method of installation and the means employed to govern the admis- 
 sion of fresh air. It is of vital importance, therefore, to have the 
 system planned and the installation supervised by thoroughly compe- 
 tent and experienced men who have made a special study of the 
 particular problems involved. Failure to secure such men usually results 
 in an inadequate system and greater ultimate expense. Fresh air should 
 be taken into the building at least 10 feet above the ground, and great 
 care should be taken to insure its purity and cleanliness. For the sake 
 of economy, air may be taken from within the building during the night 
 and recirculated. The size of the heating plant should be ample. The 
 object of the heating system should always be to deliver a large quantity 
 of air moderately heated rather than a small quantity at a high temperature. 
 The use of undersized furnaces or boilers results in waste of fuel, since to 
 secure the desired heat the fire must be crowded, and much of the heat 
 together with unused combustible gas escapes through the smoke flue. 
 It also results in increased wear and tear on account of the overheating 
 and in an otherwise unnecessary expenditure of time and attention. The 
 saving on initial cost by installing an undersized heating plant will soon 
 be offset by increased cost of fuel and upkeep, and thereafter the system, 
 besides giving unsatisfactory service, will occasion continuous unnecessary 
 expense. Saving in " year-cost " rather than in low installation cost 
 gives better results in the end. 
 
30 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 31 
 
 The following principles should be observed: 
 
 1 The warm air should be admitted to the room above the breathing 
 line, that is, 8 or 9 feet from the floor. 
 
 2 In a gravity system, the velocity of the heated air should not be in 
 excess of 300 feet a minute. 
 
 3 The foul air exit should be at the floor in the same wall as the 
 entrance flue. 
 
 There are in general two systems of ventilation, the gravity system 
 and some form of mechanical system. 
 
 When the gravity system is employed, warm air is conducted into 
 the room directly from the furnaces or from heating chambers and the 
 vitiated air is carried off by means of flues. This system depends upon 
 the difference in specific gravity between warm and cold air. It is com- 
 monly acknowledged that the gravity system is not practical in buildings 
 of any considerable size, as it will not give desired results under all weather 
 conditions. A gravity system that works satisfactorily in cold weather is 
 often deficient in milder weather, because there is not suflicient difference 
 between the outdoor and indoor temperature to produce an adequate air 
 current. To avoid this condition as much as possible, it is necessary that 
 provision should be made for warming all foul air flues, especially when the 
 temperature is as described, in order to accelerate the sluggish movement 
 of the outgoing foul air. 
 
 When a mechanical system is used, the flow of air is regulated by fans. 
 There are two varieties of mechanical ventilation. In the first, the plenum 
 system, the air is forced into the building by fans placed in the basement, 
 which drive the fresh air into heating chambers from which it is distributed 
 through flues to the various rooms. In the second, called the vacuum 
 system, exhaust fans are placed either at the top of the building or in the 
 basement and are so operated as to draw out the vitiated air through flues 
 leading from the schoolrooms. This system does not always provide an 
 even flow of air and occasionally draws air into the building from undesirable 
 sources. The vacuum system is desirable for use in toilets, laboratories 
 or other rooms where there may be foul odors or fumes, since by this system 
 all air is forcibly drawn out through the vent flues, and any passage of air 
 between toilets or laboratories and adjoining rooms will be into and not 
 out of the rooms first mentioned. Toilets should always have a separate 
 ventilating system independent of that in the rest of the building The 
 first system mentioned, the plenum system, or a combination of the two 
 systems, is usually most satisfactory. The desideratum in any system of 
 heating and ventilating is a large volume of air, never overheated, delivered 
 
32 THE UNIVERSITY OF THE STATE OF NEW YORK . 
 
 equitably to the various rooms at a moderate velocity. Mechanical venti- 
 lation insures a more even distribution of air under the varying atmos- 
 pheric conditions. Even in summer heat, in the most trying days, with 
 no air stirring outside, mechanical ventilation is needed to secure (i) the 
 movement of air in schoolrooms, which has been conclusively shown to be 
 as essential as proper temperature and sufficient humidity; (2) the requisite 
 amount of fresh air; (3) an even temperature of lower general range. 
 
 In conclusion, it may be said that a satisfactory system of heat and 
 ventilation will make possible the following results, each of which is vitally 
 and fundamentally important: 
 
 1 A sufficient supply of fresh, pure air. 
 
 2 A constant motion of air in the schoolrooms unattended by unpleas- 
 ant drafts. 
 
 3 A proper range of temperature. 
 
 4 A proper amount of humidity. 
 
TEMPERATURE AND HUMIDITY 
 
 Temperature and humidity as associated with the schoolroom are so 
 fundamentally important, they so directly and vitally concern the comfort, 
 health and progress of the pupil and are so interrelated in their action 
 and in their effects that they are considered together in a separate chapter. 
 
 Schoolrooms are commonly overheated in cold weather. It is not 
 unusual to find the temperature from artificial heat ranging anywhere 
 from 72 to 80 degrees, occasionally even above 80. It should not be 
 permitted to go higher than 70 degrees nor lower than 63, and every 
 reasonable effort should be made to keep it from 65 to 68. If a room is 
 not comfortable within this range, either more humidity or warmer clothing 
 is needed, not more heat. Higher temperatures induce weariness and 
 lassitude and are depressing in their effects on mind and body. The claim 
 is doubtless true, that a uniform temperature of from 65 to 68 degrees 
 would reduce very materially ailments that are so noticeably prevalent 
 in schools. Excessive temperatures induce a weakened condition that 
 renders children susceptible to colds and other affections and tend to pro- 
 duce inactivity of mind that seriously interferes with progress in school 
 work. To a careful observer these hurtful effects are very apparent. It 
 follows, therefore, that it is vitally important to avoid high temperatures, 
 to keep the range reasonably uniform and within the limits set. 
 
 In the foreign countries to which we refer in considering standards, 
 the approved temperature range is lower than with us. In England a 
 temperature as low as 60 degrees is recommended. In Germany a range 
 of from 61 to 65 is regarded best. In our country the general tendency 
 with best authorities is to recommend a lower temperature than has 
 hitherto been regarded as desirable. 
 
 Automatic control of the heating system of a school building is very 
 desirable and does not add materially to the cost. Systems for this purpose 
 have now reached a stage of development such that when intelligently 
 supervised they can be depended upon to give satisfactory and continuous 
 service. When such a system has been installed and set for a specific 
 temperature, this temperature will be maintained with satisfactory 
 uniformity. Experience has shown that without automatic temperature 
 control, teachers are very likely to interfere with the successful operation 
 
 33 
 
34 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 of the system by opening windows, or are likely to allow the temperature 
 in the room to remain so high that the comfort and health and therefore 
 the mental application of the pupils are seriously interfered with. There 
 can be no question but that this tendency is in many schools a very serious 
 cause of backwardness in the mental development of pupils. Where 
 there is not a self-regulating system, every room should be provided with 
 a thoroughly tested thermometer placed in a support on the teacher's 
 desk. If hung on the wall of the room, particularly an exposed wall, it 
 will not register the temperature of the room accurately. The graduation 
 marks should be clear and distinct with the limits mentioned, 65 to 68, 
 indicated either by heavier lines or lines of a different color. It is also 
 desirable to have a large legible thermometer placed where it will be within 
 the sight of all pupils. 
 
 It is not uncommon to hear the excuse that the temperature is high 
 because the teacher of a particular room needs to have the room warmer 
 than normal. But to this it must be said that the school is maintained 
 for the pupils, not for the teacher — for the many, not the individual. 
 The teacher who can not endure the temperature that should normally 
 prevail in the schoolroom is thereby disqualified for teaching. 
 
 Closely related to the temperature is another element that is also of 
 utmost importance to the health and comfort of pupils and teachers, namely, 
 the humidity of the schoolroom. The air always carries a varying per- 
 centage of aqueous vapor. In a room this amount varies with the tem- 
 perature, decreasing relatively as the temperature increases. A cubic 
 oot of free air at zero, when heated to the normal temperature of the 
 schoolroom practically triples its volume, and hence has its capacity for 
 holding moisture increased more than threefold Hence cold air admitted 
 into the cold air room with a normal percentage of humidity, after being 
 heated for admission to the schoolrooms, possesses an abnormally low per- 
 centage of it, unless an additional amount has been supplied in the mean- 
 time, a condition that rarely obtains to any appreciable extent except with 
 new heating plants. As a result of extended investigations in this State 
 and elsewhere, it is a conservative statement to say that the relative 
 humidit>' in the schoolroom is as a rule well under 30 or approximately 
 one-half the amount actually needed. Air when thus deprived of the 
 normal amount of humidity tends to abstract it from objects with which 
 it comes in contact, thereby occasioning the shrinking of floors, doors and 
 windows, the cracking of furniture and woodwork and trimming, and what 
 is of particular concern to us, too rapid absorption of moisture from the 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 35 
 
 skin and mucous membrane of the body with hurtful results that may be 
 summed up as follows: 
 
 1 It produces a dryness and harshness of the lining membranes of 
 the air passages often inducing colds and throat troubles and rendering 
 these membranes more susceptible to pathogenic germs. 
 
 2 The effect upon the skin is marked. It tends to divert the How of 
 blood from the brain to the skin and to produce needless perspiration. 
 This results in discomfort and disinclination to mental activity. 
 
 3 It requires a higher temperature to produce the same sensation of 
 heat as is produced by a lower temperature with a higher percentage 
 of air humidity. The difference is so great as to exert a marked effect 
 upon the pupils' health and progress. Striking illustrations of the effects 
 are cited by those who have conducted special investigations along this 
 line. It is also a matter of common observation. For greater comfort 
 we sit out of doors in springtime in a humid air that registers several degrees 
 lower than is generally maintained indoors where the relative percentage 
 of moisture has been reduced 50 per cent or more by artificial heat. 
 
 Further it is estimated that an actual saving of 10 per cent in the 
 cost of fuel results when a proper percentage of moisture is maintained 
 in the air. 
 
 Although authorities differ somewhat as to the desired percentage of 
 humidity to be maintained in schoolrooms, it is safe to sav that in extreme 
 winter weather it may properly range from 40 to 50 per cent, preferably 
 as near to the upper limit as may be without resulting in condensation 
 on the windows. In milder weather it is believed greater comfort will 
 result with the humidity above rather than below 50, with 60 as the upper 
 limit. 
 
 In buildings already constructed where no provision has been made to 
 supply humidity various devices have been successfully used to meet this 
 defect. School officials desiring information on this subject are advised to 
 correspond with the Department. 
 
8 
 
 ENTRANCES, CORRIDORS, STAIRWAYS AND CLOAKROOMS 
 
 Entrances 
 
 In larger schools it is desirable to provide at least three entrances, 
 one for the public, one for the boys and one for the girls. In locating 
 them, due reference should be had to the convenience and comfort of pupils 
 and public, and to the ease of supervision. Outside steps are undesirable. 
 When they are necessary they should be restricted to the lowest adequate 
 height and should be sheltered. Suitable vestibules are needed to 
 economize fuel and save drafts. All exit doors must be opened outward, 
 and if double doors are used, must be fastened by movable bolts ope- 
 rated simultaneously by one handle from the inner surface of the door. 
 
 Corridors 
 
 Main corridors may vary from 8 to 14 feet in width, according to the 
 size of the building. This width should be in addition to any portion 
 used for cloakrooms, exits, entrances or open spaces about stairways. 
 In buildings of more than three and less than seven rooms to a floor, the 
 minimum width should be 10 feet; in larger buildings the minimum should 
 be 12 feet. Corridors may be made too wide as well as too narrow. The 
 former type add needlessly to the cost of original construction and, more 
 important, to the annual cost of maintenance. The latter interferes with 
 ready ingress and egress and seriously detracts from the interior appearance 
 of the building. Great care should be exercised to see that the corridors 
 are well lighted. As far as possible the light should be direct. Foot 
 warmers, drinking fountains and standpipes or other effective fire-fighting 
 appliances should be placed in the corridors. Wash bowls should also 
 be provided unless they are to be found elsewhere. 
 
 Stairways 
 
 Stairways should be so located as to be within the shortest distance 
 of the greatest number of pupils. Stairs should be of sufficient width 
 to allow three files of pupils to pass at one time. In buildings of eight 
 rooms or more, there should be at least two stairways. Regulations require 
 risers to be approximately 6 inches high and treads to be 1 1 inches wide. 
 All risers and treads in each run must be strictly uniform. There should 
 
 36 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 37 
 
 always be two turns with a wide landing between successive floors. 
 Winding stairs are forbidden by the Education Law, which also provides 
 that no door shall open directly upon a flight of stairs, but a landing at 
 least the width of the door shall be provided between such stairs and such 
 doorway. Where stairways are finished with open work, care should be 
 taken to see that the balustrades are sufficiently high and strong for pre- 
 vention of accident. On the whole, it is considered better to make them 
 solid. 
 
 Cloakrooms 
 
 Four principal systems are used to care for outer wraps: (i) a general 
 cloakroom either in the basement or in widened parts of the corridors; 
 (2) a cloakroom for each schoolroom: (3) a room for each sex on each floor 
 connected with the toilet rooms; (4) ventilated wardrobes in the school- 
 rooms. Any of these forms is satisfactory for upper grade or high school 
 use, but for the lower grades either separate cloakrooms adjoining the 
 respective grade rooms, or ventilated wardrobes should be provided. 
 Separate rooms add, it is estimated, about 4 per cent to the cost of the 
 building. For a fifty-seat room, the minimum length of hanging space 
 is 30 running feet. Cloakrooms should be of sufficient width to provide 
 plenty of room for ingress and egress without interfering with wraps. The 
 hangers should be so arranged that wraps will be sufficiently distant from 
 the wall to provide for free passage of air behind them. The height of 
 hangers should be adapted to the average size of the pupils who are to 
 use them, the height usually varying from 3 to 3I feet for primary children, 
 to 5 and 5I feet for high school pupils. 
 
 Drinking Facilities 
 
 Districts must provide suitable drinking facilities. Either sanitary 
 drinking fountains or individual cups must be supplied. When running 
 water is not available either a bubbling fountain or a suitable covered tank 
 or jar with faucet is required. The use of a drinking fountain is so essen- 
 tial for ease of administration and economy of time as well as for sani- 
 tary reasons that districts will be required to provide them in all cases 
 where running water is available and they can without unreasonable diffi- 
 culty and expense be protected from frost. One fountain for approxi- 
 mately one hundred pupils is deemed sufficient. Those intended for the 
 use of small children should be set sufficiently low. 
 
 Utmost care needs to be exercised to see that the source of water 
 supply is free and is kept free from any contamination. Wells must be 
 
38 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 made sanitary. They must be thoroughly and completely protected against 
 all surface drainage and must not be located where they can be fed from 
 veins of water that receive any of their supply from barnyards, privies, 
 cesspools, cemeteries or other objectionable sources. Water from school 
 wells should be analyzed at the beginning of each school year. 
 
9 
 
 ROOMS OTHER THAN GRADE ROOMS 
 Special Rooms 
 
 Whenever practicable, the following rooms may well be provided: 
 a principal's office with an adjoining room for supplies, a play room and 
 a combined emergency and teachers' rest room. The play room, for use 
 in inclement weather, needs to be well lighted and ventilated. The teachers' 
 rest and emergency room should be provided with proper toilet facilities 
 and may well have as a part of its furnishings a case containing simple 
 remedies. Other special rooms may be added to meet local needs. 
 
 Recitation rooms, laboratories, auditorium and rooms for vocational 
 instruction should be arranged so as to be as readily accessible as possible 
 for pupils who are to use them, except that laboratories should be so placed 
 as to avoid diffusion of fumes through the building. 
 
 The Library in Rural Schools 
 
 Every rural school should have a place for the proper housing of the 
 school library. It should be the aim (i) to make the books easily accessible 
 to all the children; (2) to enable the teacher to exercise close and intelligent 
 supervision. This may be effected in three ways: (i) through the use 
 of bookcases with glass doors; (2) through the construction of shallow 
 recesses in a partition wall of the room — a very satisfactory method 
 and a most inexpensive one when building; (3) through the construction 
 of a special room provided either with suitable shelves or with bookcases. 
 Such a room should be an alcove of the schoolroom without any inter- 
 vening wall. If this alcove is of sufficient size, a reading table may be pro- 
 vided for the use of the pupils. 
 
 The Library in Academic Schools 
 
 Every classroom and department should have its library. Unless 
 the general library is a very large one, or is a community library as well 
 as a school library, a separate room is not necessary nor it is desirable 
 unless it is an alcove off the main study room. Experience shows that 
 libraries kept in separate rooms are commonly used to a much less extent 
 than when distributed through the schoolrooms. It is fundamentally 
 important to have libraries as accessible as possible both to pupi.s and 
 teachers. 
 
40 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 In schools where there is a general study room, it is well to keep most 
 of the books for academic grades in that room; otherwise they should be 
 distributed among the different recitation rooms in accordance with the 
 subjects taught in the various rooms. The books of a general character 
 would naturally be kept in the room in which English is taught. 
 
 When the main library, because of its size or for other reasons, is 
 kept in a separate room, this room should be adequately lighted, well 
 heated and easily accessible. In that event, the library should be 
 competently supervised by a regular librarian who has had some training 
 for the work and should be open the whole or a part of each day, as circum- 
 stances may dictate. 
 
 The size of the classroom library as well as of the general school library 
 will vary with the enrolment of pupils and the valuation of the district; 
 but in general it may be said that in the rural school and in each classroom 
 of village or city school, provision should be made for at least two hundred 
 volumes. 
 
 Laboratories 
 
 An ideal arrangement for laboratories is to group them around a central 
 room which may be used for scientific lecture and demonstration, and for 
 general recitation purposes. This arrangement reduces the expense of 
 fitting up and equipping. Laboratories should be well ventilated, and 
 separate dust-proof glass-front cases are needed for apparatus and 
 chemicals. Every chemical laboratory should have at least one sink 
 covered with a hood to carry off objectionable odors and gases. There 
 should be plumbing arrangements for the free supply and disposal of 
 water, and the room should be wired for electricity and piped for gas, 
 if these conveniences are obtainable. 
 
 Commercial Rooms 
 
 In schools where a full-sized commercial department is maintained 
 three classrooms should be provided, one chiefly for bookkeeping, somewhat 
 larger than the normal type of high school classroom, one for typewriting 
 somewhat smaller, and a room of standard size for other commercial classes. 
 Suitable cases and shelves should be provided for commercial collections 
 and for supplementary and reference literature. Whatever arrangement 
 is made for the hanging of maps should not interfere with the use of the 
 curtain or other fixtures that should be provided for a stereopticon. All 
 the rooms used for commercial classes should be en suite. 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 41 
 
 Auditorium 
 
 It is highly desirable that an auditorium be included in every school 
 building of more than eight rooms. The uses and advantages of such a 
 room are various. The bringing together of the school as a unit makes 
 the direction and supervision of the school easier, helps to produce an 
 enthusiastic and healthy school spirit, promotes school unity, gives marked 
 stimulus and increased firmness of purpose to the pupils of the lower grades, 
 and makes possible school entertainments, helpful addresses, and the fitting 
 observation of special days. An auditorium is also needed for music classes 
 and choral work, for drill for public speaking, in recitation, declamation, 
 essay, oration, debate and elocution exercises in general. Further, the school 
 auditorium often serves effectively as a civic center, a place for the sug- 
 gestion and discussion of plans for community betterment. On account 
 of ready accessibility, safety in case of fire, and the saving of time in assem- 
 bling the school, the auditorium should be on the ground floor and first 
 floor, or on the first floor and second floor. Only in cases where the most 
 rigid economy must be practised should the assembly room be placed in 
 the basement or on the third floor. It is usually so constructed as to have 
 entrances from two floors, the upper one leading to a balcony. This arrange- 
 ment renders it easier to procure the requisite seating capacity and wi*:h 
 it a well-proportioned auditorium. It also facilitates entrance and exit. 
 In schools of less than eight rooms, it is commonly necessary to provide 
 an assembly room instead of an auditorium, a room that needs to be used 
 for study as well as for assembly. For assembly use from 6 to 7 square 
 feet to each pupil is sufficient. 
 
 Rooms for Vocational Training 
 
 There are so many types of vocational training, and the size of com- 
 munities is so variable, that it is practically impossible to lay down any 
 general requirements which will meet the situation. It is practically impos- 
 sible to state the requirements for trade schools. These schools will be 
 located mainly in large cities and will be administered under special con- 
 ditions adapted to the industrial needs of the community and the popu- 
 lation of the city. 
 
 Day continuation and part-time schools require very little equipment 
 apart from regular classrooms, the practical work being carried on in the 
 shops, stores and factories of the city. 
 
 Evening vocational schools use the equipment of the day schools. 
 
 There are four situations, however, in which some specific directions 
 may be helpful. 
 
42 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 1 Schools of agriculture, mechanic arts and homemaking. These schools 
 are really departments of existing high schools and academies, the pupils 
 reciting English, history and other academic subjects in the regular classes, 
 and using for a portion of the day the laboratories and certain special 
 classrooms in agriculture, mechanic and household arts. 
 
 The agricultural department needs two rooms: {a) recitation and lab- 
 oratory room, {b) shop. The recitation and laboratory room should be 
 about the size of a regular classroom and may be located in any part of 
 the building which is well lighted, well ventilated and dry. It should be 
 as near the shop as possible. It is even well to have them join. This room 
 should have running water with sink, gas (if available), blackboards and 
 spaces for cases and cupboards. 
 
 The shop, as already stated, should join this recitation and laboratory 
 room; otherwise, it should be in the basement. It is especially important 
 that it be located in a light and dry place with southern exposure. In length, 
 it should not be less than 24 feet, and in width, not less than 18 feet. It 
 should have a substantial floor and an outside chimney for the forge. 
 
 The homemaking department requires two rooms, {a) sewing room, 
 {b) cooking room. As in the case of agriculture, these two rooms, if pos- 
 sible, should adjoin, as one teacher is in charge of both rooms and school 
 programs often make it impossible to avoid a conflict in classes. 
 
 The cooking room needs light, heat and ventilation. It should have 
 running water, gas (if available), coal range with hot water front attach- 
 ment, cases, cupboards, blackboard and cooking cables. 
 
 Both these rooms should be as large as medium-sized schoolrooms. 
 The sewing room should be provided with suitable tables; this room may 
 be used not only for millinery, dressmaking and plain sewing, but also for 
 drawing and household decoration. A garment-fitting space should be 
 provided in a corner by the use of rods and curtains. 
 
 2 General industrial schools. These schools will be a part of a pre- 
 vocational school system in a large city and will constitute, in most cases, 
 the only vocational training in the smaller communities. It is difficult 
 to outline, except in a general way, the equipment necessary. It is likely 
 that four rooms will be required, as follows: 
 
 a Woodworking and patternmaking room. This should be well ven- 
 tilated, well lighted and dry. It should have a substantial floor to absorb 
 the jar of woodworking machinery. It should have light on two sides 
 and should be as large as the largest schoolroom. 
 
 b A general mechanical room the size of a large classroom, in which there 
 is place and equipment for sheet-metal working, plumbing and iron work. 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 43 
 
 c An electrical room the size of a small classroom. 
 
 d A fourth room may be used for special phases of vocational train- 
 ing not included in the other rooms, such as printing, painting and molding. 
 
 It is assumed that all these rooms must be well lighted, heated and 
 ventilated and kept free from moisture; that they have space for cup- 
 boards and lockers, and storage room for lumber and material; that there 
 is gas, running water and electrical power. All connecting floors and walls 
 should be made thoroughly sound proof. 
 
 3 Manual training and household arts. This equipment is planned 
 for schools other than vocational where the manual and household arts 
 are given for purposes of general education. At least three rooms are 
 needed: 
 
 a The manual arts room. This room should be at least the size of a 
 large grade or classroom. It should have equipment for various expres- 
 sions of the manual arts including woodworking, light iron work, and sheet- 
 metal work. Preferably provision should be made as well for printing and 
 electrical work. 
 
 b Domestic science room. This should be the size of a regular class- 
 room, and should be provided with gas, running water, cupboards, service 
 tables and cooking equipment. 
 
 c Domestic art room. This should be equipped with tables and a 
 fitting space. This room, in small places, may be used as well for drawing 
 and household decoration. 
 
 4 Drawing or art room. For this room, at least a regular sized class- 
 room should be provided with light admitted on the north side only. There 
 should be a small amount of blackboard space, a storeroom for supplies, 
 running water, artificial light, wall sockets for lantern, and movable 
 tables which may be grouped in twos, threes or fours according to the 
 size of the classes. 
 
 The room should be so arranged that it will admit of use for exhibition 
 purposes or for work in household arts courses. This room should also 
 be of such a character that it can be converted into a school gallery or 
 art lecture room when needed. Space should also be provided for the 
 gathering and installation of school museum material for use in art classes. 
 
 Larger cities offering courses in applied design involving the use of 
 the soft metals, clay etc. should provide one or two additional rooms smaller 
 in size, equipped for such purposes, and including bench table running 
 the length of the window wall surface, just below the windows, with drawers 
 beneath, running water, electricity and gas, chimney flue, movable tables 
 and exhibition wall space. 
 
lO 
 
 TOILET FACILITIES 
 Outdoor Closets 
 
 It is fundamentally important that all schools in city, village and 
 country be provided with suitable toilet facilities. They can not be suitable 
 unless they are sanitary, and experience has demonstrated beyond the 
 possibility of contradiction that the old type of outdoor watercloset, or 
 earth closet, is not sanitary or decent, but to the contrary is a constant 
 menace both to health and morals. 
 
 As every boy and girl under the tutelage of the State is entitled alike 
 to all essential safeguards, this statement necessarily applies to all schools 
 regardless of size or location. The claim that the old type of outdoor 
 closet has served all purposes of the district for generations and is there- 
 fore acceptable and suitable is without weight. To the contrary, experience 
 with it in the past conclusively proves that it is wholly unfit and unsatis- 
 factory. The public school surely ought not to be the last institution to 
 make progress, and particularly in matters affecting the comfort, health 
 and lives of the children who, obedient to the laws of the State, are in 
 attendance therein. The excuse that a district can not afford such 
 improvements is an argument in favor of consolidation in such a case, 
 in order to form a district that can afford to provide the facilities that 
 are unmistakably essential to the pupil's welfare. 
 
 Regulations 
 
 From what has been said, it is manifest that the only remedy for the 
 outdoor closet is to abolish it. With that end in view and to insure in 
 its place suitable and adequate facilities, the following regulations have 
 been adopted: 
 
 1 Approval of plans for the construction of new school buildings and 
 for the remodeling of old buildings can not be given until provision is made 
 for an approved system of sanitary closets. 
 
 2 All public schools must be provided with approved closet facilities 
 before September i, 191 8. 
 
 3 Whenever it becomes necessary for a district to provide new toilet 
 facilities before the expiration of the time limit established, such facilities 
 must be of approved type. 
 
 44 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 45 
 
 Types Approved 
 
 The following types are approved to meet varying conditions: 
 
 1 A flush system. When water and suitable sewerage are available, 
 schools will be expected to instal this system. 
 
 2 A dry closet system. 
 
 3 A chemical system. 
 
 4 The L. R. S. type, described in Public Health Bulletin 51, published 
 by the United States Treasury Department and issued by the Government 
 Printing Office in 1914. 
 
 5 The type where water-tight nonabsorbent receptacles, easily 
 removable, are provided and clean dust or ashes is supplied and scattered 
 freely over the excreta whenever the closet is used. The use of this type 
 is restricted to isolated rural districts with small enrolment and low 
 valuation, and special permission must be secured in every case. 
 
 In all types the following conditions must be met: 
 
 a The closet or toilet must be in a room attached to and made a part 
 of the school building. 
 
 h The walls and ceiling of this room must be constructed and finished 
 in like manner as other rooms of the building. 
 
 c The urinals must be constructed of noncorrosive, nonabsorbent 
 material. 
 
 d In all cases the rooms must be well lighted and ventilated. 
 e Toilet paper, wash bowl or basin and towels (paper towels) must 
 be furnished. 
 
 / Toilet rooms must be heated in all cases where it is practicable 
 to do so. 
 
 g Before constructing sanitary closets, a simple sketch of the rooms 
 and approaches and a description of the closet must be submitted to the 
 State Department of Education for approval. 
 
 In the last three types named, the following additional conditions 
 must be met: 
 
 a Receptacles must be of ample capacity and must be of noncorrosive 
 and nonabsorbent material. 
 
 h Provision must be made for the ventilation of receptacles by means 
 of ventilators extending through the roof. 
 
 c There must be a thoroughly ventilated approach leading to the 
 closet from the coat room, corridor or hallway of the building. 
 
 d All receptacles must be of a type to be emptied outside of class- 
 rooms, recitation rooms, hallways and toilet rooms, and the construction 
 must be such as to facilitate this process. 
 
46 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 e The vaults must be tight so as to render the entrance of flies, 
 mosquitoes and other insects absolutely impossible. 
 
 i Seats must be hinged and made to close automatically. 
 
 Plumbing 
 
 1 Plumbing must conform to local ordinances where such are in 
 force. Where none exist, commonly accepted standards as exemplified 
 in city ordinances shall govern. 
 
 2 When no sewerage system is available for use, an application must 
 be made to the State Department of Health for approval of a sewage dis- 
 posal plant, as that department has exclusive jurisdiction over the dis- 
 position of sewage. 
 
 3 In other than rural communities, both local and general vents 
 must be provided. 
 
 4 One seat should be provided for every 25 girls and one seat and 
 one urinal for every 40 boys, or a combination seat and urinal for every 
 25 boys. Both seats and urinals should be separated into compartments. 
 Absorbent or corrosive materials can not be approved for use in the con- 
 struction of urinals. 
 
II 
 
 INTERIOR FINISH AND TRIM 
 
 In the interior finish, the general object is to avoid projections which 
 catch dust and increase the difiiculty of securing cleanhness. For this 
 reason, all woodwork should be of plain and simple pattern and all deep- 
 cut moldings should be avoided. Plain veneered doors without transoms 
 are recommended instead of the ordinary paneled doors. A sanitary 
 finish about windows can be obtained by omitting all trim and plastering 
 the corners round against the frames. To facilitate sweeping and cleaning, 
 the junction of the baseboard and floor should be finished with cove molding, 
 where the conditions are such as to permit. It is of especial importance 
 that the corridors be finished in this way. If wainscoting is to be used 
 in any portion of a schoolhouse, brick is preferable to wood, since it can 
 be finished as attractively and is much more sanitary. Keene cement 
 troweled smooth and suitably painted is also recommended. 
 
 Interior paint should ordinarily be of a flat color and washable. Light 
 gray-green or drab is recommended as a wall color for southern exposure 
 and light cream or buff for northern exposure. The dado should be a 
 darker tone of the wall color, and the ceilings, white very slightly modified 
 by the wall color. Woodwork should not have a gloss finish; instead, 
 the natural or dull finish is recommended.^ 
 
 Floors 
 
 Where wood floors are used, they should be of a good grade of material, 
 close grained and free from knots, so that they will wear evenly. Narrow 
 width boards are preferable. Maple or oak floors are recommended, 
 though rift-sawed Georgia pine of high grade gives good satisfaction and 
 is often used when a cheaper floor is necessary. In nonfireproof buildings, 
 the floors should be double and should be thoroughly deadened. For the 
 best methods of deadening floors, a competent architect or reports of current 
 engineering practice should be consulted. Whatever the material is, 
 great care needs to be exercised in its selection, as the best quality is in 
 the end the cheapest. Dustproof cement, plastic cement, tile and com- 
 position floors of various kinds are commonly used in the corridors of 
 large buildings. When cement is used, it should always be laid in blocks 
 or squares. 
 
 ' See chapter on Schoolroom Decoration. 
 
 47 
 
48 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Battleship linoleum is coming into use for schoolroom floors, especially 
 for corridors. It seems to be giving such good satisfaction and is so highly 
 recommended for sanitary reasons that its use is likely to become much 
 more prevalent. The following points are urged in its favor: (i) it is 
 semifireproof, (2) it is noiseless, (3) it is not slippery, but smooth and 
 elastic, (4) it needs no oiling, (5) it is germicidal, (6) it is without crevices 
 for the collection of dust, (7) it will outwear first quality oak or maple 
 and will be in better condition in the corresponding stages of its use. At 
 present market prices the cost of battleship linoleum laid on concrete floors 
 is 9 cents more a square yard than the cost of first quality maple laid on 
 under flooring or wood sleepers over concrete.^ Movable furniture should 
 be used with this flooring, but this has some advantages, among them 
 ease of cleaning by vacuum cleaner. 
 
 Care should be taken to avoid the laying of resonant floors. 
 
 Attics, especially over metal ceilings, should have tight floors to prevent 
 the radiation of heat upward in the winter and downward in the summer. 
 
 Blackboards 
 
 Blackboards should be placed on the side of the room opposite the 
 windows, behind the teacher's desk and supplemented if necessary at 
 the rear of the room. Because of the extra expense, and especially because 
 of the absorption of light, no more blackboard space should be supplied 
 than is necessary.'- Approximately 50 feet is enough for a grade room 
 of normal size, and except in recitation rooms where space for boards is 
 limited, 36 inches or at most 42 inches gives a suflFicient width. In a room 
 designed for study hall purposes, blackboards should be placed in the front 
 of the rooms only, both for the reasons already stated and because an 
 unnecessary expanse of board interferes seriously with the effective deco- 
 ration of the room. 
 
 Glass blackboard, extensively used in some foreign countries, possesses 
 some points of superiority over any other material, but because of the 
 expense of securing a suitable quality, of grinding and otherwise preparing 
 it for use, it is rarely found in schools here. All in all, slate blackboard 
 is the best that is available at present, and its use is strongly recommended. 
 A good quality of this board, well set and properly cared for, will last 
 indefinitely. If for any reason it is not available, the best possible sub- 
 stitute should be secured. 
 
 ' This comparatively high cost is due to the fact that the price a square yard has recently advanced approxi- 
 mately 100 per cent by reason of the cutting off of the foreign supply as a result of the war, and it is therefore 
 assumed will be a temporary condition. 
 
 ' See chapter on Schoolroom Decoration. 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 49 
 
 Hyloplate and cement are forms of board that may be used, but they 
 are not so satisfactory as slate, and in the end, it is beHeved, are not so 
 economical. 
 
 A chalk and eraser trough with an open wire cover of one-fourth of 
 an inch mesh with hinges or with an easily removable tray should be placed 
 at the bottom of each board. The inside width of the trough should be 
 2f inches and the depth one-half of an inch above and one-half of an inch 
 below the mesh. 
 
12 
 
 SCHOOLROOM DECORATION 
 
 Since the environment of the child is a potent factor in molding char- 
 acter and producing impressions of lifelong effectiveness, it is important 
 to see that his school environment teaches him to appreciate beauty in 
 nature and art, to know some of the fundamental principles of beauty, 
 and to make a practical use of these principles, to the end that his esthetic 
 nature shall be developed. Hence the decoration of schoolrooms should 
 receive the kind and amount of attention commensurate with its 
 importance. 
 
 Before the consideration of choice and purchase of pictures, naturally 
 comes that of the proper preparation of the walls for the pictures. The 
 walls are a fundamental element in the interior decoration, and the prepa- 
 ration of them as an appropriate background for pictures should receive 
 careful attention when a building is being erected. The problems involved 
 in such preparation are principally the division of the wall surface with 
 a view to securing pleasing composition and suitable spaces for pictures, 
 and the tinting of the walls. Simple principles of good proportion and 
 space division are taught in the schools and yet oftentimes the school 
 walls are a direct violation of such principles. 
 
 It will be observed that the recommendations made herein for the 
 improvement of the appearance of school walls do not involve additional 
 expenditure of money but do require that forethought and careful con- 
 sideration be given to these matters and that certain things be provided 
 for when the building is being erected rather than at some later time. 
 
 Blackboards, registers, clocks and certain other essential articles of 
 equipment that must have a place on school walls may be made a part 
 of good space composition. A blackboard is never a decorative element 
 and only so much blackboard surface as is actually needed should be 
 provided.' A small amount is required for a study hall. • Observe the 
 arrangements of blackboards in the illustrations and consider how the 
 pleasing effect of each room would be marred by blackboards extending 
 around the room. • 
 
 The problem of utilizing to the best advantage for decorative purposes 
 the space between blackboard and ceiling is an important one. A wall 
 
 ' See page 48. 
 
 50 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 picture should not rest upon anything, but should have space all about it. 
 Over the blackboard, even if only a few inches above the molding, pictures 
 are unavoidably rather high. For this reason, it is desirable that the 
 blackboards be no higher than necessary and that no attempt at decoration 
 along the top be made. A wide panel of wood or a second molding several 
 inches above the blackboard for display of pupils' work seriously interferes 
 with the proper placing of wall pictures. 
 
 The general location of a register is, of course, largely a matter of 
 engineering, but as there is some leeway in its exact position, it should 
 be placed where it will interfere the least with good decorative effects. 
 In order that it may be as unobtrusive as possible, its position should be 
 subordinate to any that may be desirable for pictures; it should be either 
 entirely above or entirely below the picture molding; otherwise it makes 
 a break in the line of the molding and thus attracts undue attention to 
 itself. It should also be painted the same color as the wall of which it is 
 a part. 
 
 Aside from the necessity of placing a clock where it can be easily seen, 
 care should be taken to hang it below, not on, the picture molding, and 
 so to select its location as to avoid interfering with large spaces suitable 
 for picture hanging. Frequently a clock may very properly be pbced 
 over a doorway. See illustrations for good placing of clocks. 
 
 Picture molding should be put on the walls of every school and pro- 
 vision for the proper placing of it should be made in the building 
 specifications. Ample space for suitable pictures and good space division 
 being the ends sought, the molding should be placed to meet these as far 
 as possible. The main determining factors in the placing of the molding 
 should be the height of the walls and the extent to which they are broken 
 by blackboards or other articles of equipment or furnishings. Picture 
 molding should usually be placed lower in corridors and rooms with 
 unbroken wall spaces than in rooms with blackboards. Observe the nice 
 proportion of the spaces of the corridor shown in illustration. The space 
 between molding and ceiling is a little less than one-third of the space 
 between molding and wainscot , and about one-half of the wainscot. The 
 picture molding in the corridor shown in the illustration is also well placed, 
 but in a room with blackboards molding at the same distance from the 
 ceiling as this one would be too low. A molding that divides the space 
 between blackboard and ceiling into two equal or nearly equal parts 
 fails to give a desirable variety in space division and prevents the correct 
 hanging of pictures of suitable size. When desired for rooms with black- 
 boards, the molding may be placed at the cove. If not at the cove, it 
 
52 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK. 
 
 should be placed about one-fourth of the distance from ceiling to black- 
 board, the ratio of the height of the space above the molding to that below 
 being therefore about i to 3. The proportion will be more pleasing if 
 the measurements are not too mathematical, that is, rather than an exact 
 ratio of i to 3, it should be either a little more or a little less than i to 3. 
 
 A picture molding affords a very successful finish for the " coved " 
 ceiling. See illustration. 
 
 White walls are injurious to the eyes, cheerless and inartistic. It is 
 fully as important that the walls of a schoolroom be of some soft, pleasing 
 color as that they be decorated with pictures. 
 
 In planning a color scheme for a building, the following suggestions 
 should be borne in mind: 
 
 Intense or strong colors should never be used for wall decoration. 
 Soft, neutral colors are restful to the eyes and afford an unobtrusive and 
 therefore appropriate background for pictures. 
 
 Harmony — unity in variety — should be sought. Each room should 
 be made an attractive unit and also a part of a harmonious whole. A room 
 with ceiling, walls and woodwork in one tone is monotonous; a building 
 with only one color on the walls is also uninteresting in that respect. 
 Striking or unusual effects or combinations of color should, however, be 
 avoided. Variations of green, yellow and orange-yellow afford a wide 
 range of appropriate colors for school walls; for example, tints of green 
 and of yellow, light gray-green, buff and tan. Green being a cool color 
 is generally recommended for rooms receiving much sunlight, while cream 
 color and other tints of yellow give the effect of sunshine in the sunless 
 room. 
 
 In any room or corridor the dado should be a darker value of the 
 color used on the main part of the wall; the ceiling, a very light tint, white 
 slightly modified by the color used on the wall. When the picture molding 
 is not at the cove, the space between the molding and the ceiling may be 
 the same as the ceiling or a somewhat lighter value of the color used on the 
 side walls. 
 
 Emphasis must again be laid upon the unfortunate effects resulting 
 frequently from a disregard of the walls as a background for pictures. 
 That portion of the wall on which pictures are to hang should be of one 
 tone; otherwise the line where the two tones meet will cross the picture 
 and detract from its effectiveness. 
 
 Sometimes above a chair rail and at the ceiling a border of good 
 simj)le design may be used, but neither this nor a band of darker tone 
 should ever be used above the blackboard, because pictures must either 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 53 
 
 be hung higher than they would be otherwise, or else placed down over 
 the border. 
 
 The bulletin board is an important contributory factor in good 
 decoration. The tendency to clutter schoolroom walls with all sorts of 
 small prints, examples of pupils' work and other objects, fastening along 
 the blackboard molding or other parts of the woodwork, is very general. 
 If a suitable place were provided for the display of such articles, the appear- 
 ance of most rooms would be greatly improved. (See illustration.) 
 Furthermore, the bulletin board with a fresh display of pupils' work or 
 of pictures from time to time would challenge the attention and prove 
 a constant source of interest to the occupants of the room. Many of the 
 building boards that are on the market would make good bulletin boards. 
 They are more sanitary than burlap and can be painted to harmonize 
 with the color scheme of the room. 
 
 Pictures to be hung on school walls should be chosen primarily for 
 their artistic qualities and not for their teaching value. Besides intrinsic 
 beauty, a wall picture should have the following qualifications: the subject 
 should be suited to the comprehension of the occupants of the room in 
 which the picture is to hang; the picture should be of good quality; the 
 shape and size should be appropriate to the space to be occupied; the 
 frame should be durable and in harmony with the picture and surroundings; 
 the placement of the picture should be such that it may be seen to advantage 
 and also fit in with the general decorative scheme of the room. (See 
 illustrations.) 
 
CARE OF SCHOOLROOMS 
 
 Janitor Service 
 
 It is essential that the very best available man be secured as janitor. 
 The importance of this position is not commonly realized. He not only 
 holds the keys to the doors but also to the entrances for light, heat and 
 ventilation. He is the one person who has immediate and constant super- 
 vision over those fundamental requisites that directly and vitally concern 
 the comfort and health of pupils and teachers. 
 
 The responsibility of the janitor in these and other directions is very 
 great and far-reaching. Upon him more than upon anyone else must 
 rest the care and sanitation of the school building and the safeguarding 
 of the school property. He comes into close and intimate association 
 with teachers and pupils. Work of such importance and involving such 
 difficult problems calls for a man of excellent character, high intelligence 
 and special training. It is not the place for a man of uncertain reputation, 
 for the accommodation of one who has failed in other occupations, or for 
 one who has reached the period in life when he desires an easy indoor job. 
 
 The success of the heating and ventilating systems and the proper 
 use of the toilets depend largely upon the care and judgment shown by 
 the janitor in supervising them. Frequently the complaints that arise 
 from the failure of heating and ventilating plants to work properly are 
 occasioned by the inefficiency of the janitor. Directions for the operation 
 of heating and ventilating systems and for general duties in the care of 
 the building should be provided by the board of trustees and should be 
 rigidly and persistently adhered to. The school board in a district of 
 any considerable size frequently loses more money through the incom- 
 petency of the janitor than would hire a thoroughly efficient one. A school 
 janitor should be fitted for his work through special study of the problems 
 involved in the proper care of school buildings, and whenever practicable 
 by a course of special training either in night school, vocational school, 
 or as an assistant under a janitor of successful experience. The ability 
 to shovel coal, carry out ashes and sweep floors, therefore, is not all that 
 is required of a janitor; tact, common sense, energy, character are also 
 requisite and are abundantly worth any reasonable expenditure to secure 
 them. 
 
 54 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 SS 
 
 Dust and Its Removal 
 
 It is stated by best authorities that dust is the greatest carrier and 
 distributor of pathogenic germs, but it is also said that dust does more 
 injury through its irritating quahties than through the disease-bearing 
 organisms that it contains. This is particularly true of dust in the school. 
 It is therefore vitally important that schoolrooms should be kept 
 scrupulously clean and free from dust. To secure this result, they must 
 not be swept and dusted dry. The end in view in any method of cleaning 
 is to remove as much dust as possible and leave as little as may be dis- 
 tributed. The following preventive measures are suggested for use as 
 conditions permit: 
 
 1 The best method of removing dust is by vacuum cleaning, but 
 a satisfactory outfit must be installed. It must be admitted, however, 
 that frequently vacuum cleaning has not proved a success, but it is believed 
 that this is due to the selection of the wrong type of cleaner, to faulty 
 installation or to failure to use the machine properly. Faulty installation 
 is believed to be the prevailing error. Outlets in halls through each of which 
 several rooms are to be cleaned do not prove satisfactory because the hose 
 is then too long and heavy to handle and the friction too great to get suffi- 
 cient suction. 
 
 2 The use of standard sweeping compounds, sold freely in the markets 
 under various trade names, largely prevents the dust from rising in the 
 air and is a great aid in freeing schoolrooms from this evil. 
 
 3 The use of moistened sawdust is a comparatively inexpensive 
 method of keeping down the dust, though it is claimed that fine particles 
 of the sawdust are apt to get into the air and that better results would 
 be insured if the sawdust were moistened evenly throughout with a mixture 
 of oil, turpentine and disinfectant. A little clean sand mixed in will help 
 to give desired weight. 
 
 4 Floor oil is frequently used to keep down the dust. There exists 
 a great diversity of opinion as to the merits of such oils. The following 
 advantages are claimed: (a) it prevents the dust from being stirred up 
 by the passage of the pupils through the room; {b) through its use dust 
 is prevented from rising in the air during the process of sweeping; (c) it 
 protects the floor, prevents it from splintering, wearing up rough and 
 cracking; (d) it saves time in dusting. The following objections to the 
 use of floor oil are frequently raised: (a) it stains and darkens the floor, 
 leaves gummed patches and elevations, particularly about the legs of 
 desks; (b) through its efi^ect in staining the floor, it tends to darken the 
 
56 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 rooms by absorbing the light and gives the impression of uncleanUness; 
 (c) the odor is said to be offensive; (d) it increases the fire hazard; {e) the 
 most frequent objection is that it soils clothing and injures and is liable 
 to ruin rubbers. 
 
 In general it may be said that the disadvantages claimed doubtless 
 arise largely from the use of a poor quality of oil and through the improper 
 and too frequent application of it. 
 
 If oil is employed, it should be applied to the floors several days before 
 they are to be used. Great care should be used to have the floors 
 thoroughly clean. A thin application of light oil of good quality should 
 be well and evenly applied with a brush made for the purpose, and any 
 excess should be carefully wiped off. It should then be permitted to dry 
 for several days before the room is used. The adoption of these precautions 
 will, it is believed, largely remove the objections to its use. 
 
 5 Oil brushes of various kinds if properly used give good results. 
 Hair or fiber brooms either of a self-oiling variety or rendered oily by 
 judicious application of oil by the janitor are used with good results. Even 
 when floors are oiled occasionally, as described under paragraph 4 above, 
 either some form of sweeping compound should be used of which oil is 
 a constituent, or an application of oil directly to a hair or fiber broom 
 is recommended. 
 
 6 In wall decorations and displays of school work, every reasonable 
 effort should be made to prevent so far as possible the collection of dust. 
 School work displays on the walls should be frequently changed in order 
 to prevent accumulations of dust and to remove what has accumulated. 
 
 7 Special pains should be taken to select dusters that will take up as 
 much dust as possible and disperse as little as may be. Feather dusters 
 should never be used. 
 
 The condition of the air in the schoolroom, its purity, temperature 
 and relative humidity is the most important consideration. Air, light 
 and attractiveness are all essentials, but first and foremost is air. The 
 janitor is the one person who has immediate and constant supervision 
 over it. The responsibility of the janitor in this and other directions 
 is therefore very great and far-reaching. 
 
14 
 
 SCHOOL GROUNDS 
 General 
 
 The need of large, roomy school grounds can scarcely be too strongly 
 urged. This most important consideration has been heretofore largely 
 ignored, and in most localities is receiving far too little attention at the 
 present time. The grounds should be ample in size for all demands of 
 play and physical training, for all work that may be required in nature 
 study and agriculture and for all essential purposes of ornamentation. 
 They should be sufficient, therefore, to minister to all reasonable physical, 
 utilitarian and esthetic wants of childhood. Room is needed for sports 
 and games, for playground equipment and outdoor gymnasium, for a school 
 garden of liberal proportions and for lawns, trees, shrubbery and flowers. 
 If it is impossible to secure grounds sufficient for all these needs, the play- 
 ground should be the last thing sacrificed.^ Often in communities where 
 land is cheap, the school building is tucked away in an unattractive corner 
 or, in the country, is placed on some stony waste bit at the very edge of 
 the highway, solely because the site is valueless for farming. Under normal 
 conditions, a country or village school should have grounds of from two acres 
 upward. When practicable, a site with at least a few well-grown trees 
 should be selected. 
 
 School grounds should be thoroughly drained, should not be of marshy 
 or made ground, and should not receive surface drainage from adjacent 
 grounds. As has been said, they should be removed from objectionable 
 noises, polluted air, and from any source of moral contamination. A sunny 
 southern slope is preferred, especially for the playgrounds, which, if neces- 
 sary, should be protected from prevalent winds by the building. 
 
 Before the building is located, a landscape architect or engineer - 
 should be employed to plot the ground, determine upon the position of 
 the building, playgrounds and school garden, locate the trees, walks, drives, 
 shrubbery, flower beds, etc. If all improvements can not be made at 
 once, there should be a definite plan kept constantly in mind so that in 
 the end the grounds will form a symmetrical and pleasing whole. 
 
 ' See page 58, Playgrounds and Physical Training. 
 * See page 64, Arrangement with State Colleges. 
 
 57 
 
58 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Playgrounds, Physical Training and Citizenship 
 
 Play is an innate demand of the child's being, an inflexible law of his 
 life. Like food and sleep, it is a prerequisite to healthy normal growth 
 and development, to vigor of body and health of mind. In recognition 
 of this fact, it is incumbent upon the school to provide adequate facilities 
 for games and sports and to make suitable provision for their supervision 
 and direction. If it is important that the parent provide for and direct 
 the play of the child at home, how far more essential that the school should 
 do so when it has withdrawn the child from parental restraint and authority, 
 thrown him into association with other children representing all classes 
 and conditions and subjected him to the influence of the mass spirit! 
 
 Children will play; they ought to play; they should be encouraged 
 in it, equipped for it, and taught how to get the most out of it. As all 
 play is not equally beneficial, it is necessary to make well-considered plans 
 and to exercise intelligent discrimination in order that those games and 
 sports that will prove most helpful and invigorating may prevail on the 
 school grounds. 
 
 Development of soundness and vigor of body has its civic value also. 
 It lays the foundation for sturdy manhood, for productive citizenship. 
 The right sort of physical training throughout school life will produce 
 the fiber that will bear the burden and endure the strain that the utmost 
 emergency of civic life may be forced to exact. It insures a rational 
 and essential preparedness for useful citizenship. 
 
 There are additional reasons why the importance of playgrounds 
 and physical training can hardly be overestimated. In the intimate and 
 free association with children afi^orded by the tactful supervision and 
 direction of outdoor sports, probably lies the teacher's greatest opportunity 
 to secure the real respect and afi^ection of her pupils. This in itself is an 
 end of telling moment. 
 
 It is also of paramount importance to make provision for supervised 
 play because the playground afi^ords best possible opportunities for 
 exemplifying the fundamental principles of civics and economics and for 
 inculcating the invaluable elements of manners and morals. The play- 
 ground may therefore be made a powerful factor in the mental, moral 
 and civic development of the school children. Indeed, where else in the 
 entire life of the young is there such exceptional opportunity to train the 
 will, to beget habits of self-control, to encourage right thinking and 
 courageous action, to inculcate habits of clean speech, to teach in concrete 
 form such important lessons as those of courtesy, obedience, respect for 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 59 
 
 superiors, consideration for the unfortunate, tlie need of organization 
 and leadership, regard for the right of others, responsibihty in the per- 
 formance of duties, mutual dependence, necessity and virtue of cooperation; 
 in short, to exemplify in actual practice the principles of self-government.^ 
 
 The public school must assuredly occupy this field if it is effectively 
 to fulfil the mission for which it was created, namely, preparation of the 
 youth for citizenship, for public service — the principle that lies at the 
 basis of state control and direction of education. 
 
 The playgrounds should be of ample size to meet all needs of pupils 
 of different ages and both sexes, and the equipment necessary to insure 
 desired results should be freely provided. In rural schools the actual 
 cost of equipment need be only nominal as the necessary material is for 
 the most part readily available. Technical skill and expert labor are 
 not required. Intelligent planning, persistent endeavor and helpful co- 
 operation will overcome all difficulties. 
 
 School Grounds and Nature Study 
 
 In all our public schools in country, village and city, nature study 
 is regarded as a subject of such importance that it finds a prominent place 
 in the course of study. But to teach nature study successfully within 
 the four walls of the schoolroom is like teaching a child to swim without 
 water. No study of nature is successful that does not lead to a love of 
 nature. Knowledge of her precedes and begets this love. To know her 
 one must be brought into frequent association with her in her attractive 
 forms and moods, must be led into intimate and sympathetic relationship 
 with her, must be made to see, hear, feel and understand her. 
 
 In this subject, the recitation bench and the printed page fail to afford 
 requisite inspiration and instruction. The trees, forests and meadows, 
 the hills, valleys and waterways, the insect world, swimming fish and 
 flying fowl, the heavens in ever changing dress to meet all kinds of wind 
 and weather — these are the open books that invite observation and 
 study, that inspire, instruct and educate; these are the sources of real 
 knowledge and genuine love of nature. These are the sources of first 
 approach both for inspiration and information. 
 
 Nature study, therefore, should be an outdoor study; to be successful, 
 it must be. The school grounds should be an outdoor laboratory, the place 
 for experimentation, for individual laboratory practice. Here pupils 
 
 ' " A fundamental condition for the permanent development of a free people is that they shall in childhood 
 learn to govern themselves. Self-government is to be learned as an experience rather than taught as a theory. 
 Hence, in a permanent democracy, adequate playgrounds for all the children are a necessity." Gulick, Modern 
 Schoolhouses, p. 22. 
 
6o 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 can be taught how to beautify and improve the school grounds, here they 
 can be instructed in the many steps and processes that must be adopted 
 if nature is to have an opportunity to exemphfy her powers and robe herself 
 in pleasing forms and colors. Here in actual practice pupils can be taught 
 to prepare the soil for grass, for trees, shrubs and vines, for flowers and 
 foliage plants, annuals and perennials. Here they can be taught to make 
 the sowings and plantings and to care for them at the various stages of 
 development and growth. Here they can be trained in the preparation 
 and care of lawns and in best methods of beautifying them with shade 
 and ornamental trees, with beds of flowers, shrubbery and foliage plants. 
 
 ' Age. Agcrotu 
 
 Aub'Aobretto 
 CaB'Costor Sean 
 Cor-Corrot) 
 C&a'Conttrburjr 
 C«n»Cento 
 
 [>Ir*D>^a-t Ins 
 C*>A- Arob-k 
 
 CtP' CypftOpJio 
 HL»-M9o</ L^f tuct 
 
 Pi-P.n. 
 
 P<.»Pop)»^ 
 Pci-Pri mroie 
 Pr*..Rirr.t T„Up 
 Pul-PuichK.n.o. 
 
 P»* Po&t 
 
 6 a p* S«pon I a 
 
 5CW'&Ten« cdjin^ wolK 
 30r*5«ftp Dragon 
 
 P0a*Pca(.K ScXs 
 Ve«V«B<tabt«» 
 
 WG'-*W»ld Crap«vint 
 
 Diagram of attractive, all-year, home garden, to illustrate what a woman has done and what a school may do 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 6l 
 
 Here they can receive practice in making school gardens which by intelH- 
 gent study and planning may be made to represent in pleasing combination 
 both beauty and utility, an assemblage of all plants commonly used either 
 for food production or for flowers and foliage — a garden that will have 
 enduring yet ever changing beauty and value alike through seedtime and 
 harvest, and be a place of interest and attraction throughout the entire 
 year. Here in beautifying and adorning the school grounds, the pupil 
 can learn how to appreciate and imitate nature in her graceful curves, 
 pleasing combinations and harmonious blending of colors. Here also 
 will be found frequent opportunity for the study of bird and insect life. 
 Here can be assembled for special study much of the fauna and flora of 
 the locality and here can be taught concretely the best methods of pro- 
 tecting the useful and of destroying the hurtful both in animal and plant life. 
 
 If the subject can be thus taught through actual observation and 
 individual experimentation, in the spirit and with the understanding, 
 what a transformation will be brought in our school grounds! What an 
 inspiring, helpful influence it will exert upon the lives of the pupils! What 
 a stimulating effect it will have upon the homes! What an interest will 
 be aroused for the country and life in the open! Beyond all this are the 
 added opportunities of peculiar value for molding the lives and developing 
 the characters of the young for which the school assumes so great 
 a responsibility. 
 
 General Duties of School Districts in Respect to Buildings and Grounds 
 
 Old buildings — remodeled or replaced. Old buildings that are too 
 good to be abandoned should be promptly brought into conformity with 
 the state standards. This is the irreducible minimum to which all pupils 
 of the State are entitled be they of city, village or country. As these 
 statutory standards are for the protection of all, they must be administered 
 in like manner to serve all. They are expressed in such definite and 
 unmistakable terms as to involve an application of mathematics rather 
 than an expression of opinion. The duty of the district and the responsi- 
 bility of the Department are thereby made plain and conclusive. School 
 buildings must provide 15 square feet of floor surface and 200 cubic feet 
 of air space to each pupil, must furnish properly arranged windows equal 
 in area to one-fifth of the floor area, and a heating and ventilating system 
 that will supply 30 cubic feet of fresh air a minute for each pupil and a 
 minimum temperature of 68 degrees in zero weather. In short, by special 
 enactment the State makes it incumbent upon the district to provide those 
 
62 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 essential facilities needful for the comfort and health of the pupils and for 
 protection from fire. 
 
 It is commonly impracticable, often impossible, and usually poor 
 economy to remodel a building of twenty or more years' standing. Again 
 and again both through comparative estimates and by actual construc- 
 tion, it has been demonstrated that the cost of modernizing an old build- 
 ing is surprisingly great, and the results in many ways are commonly 
 disappointing. In this connection, it may be pertinent to say that it should 
 always be the aim to make a school building architecturally pleasing, to 
 clothe it within and without in cheerful and appropriate colors, to give it 
 such graceful lines and touches of adornment that it will produce an agree- 
 able and satisfied feeling as one views the building as a whole. 
 
 Showy effects and an aggregation of angles and projections should 
 be scrupulously avoided. Through intelligent planning and skilful work- 
 manship, it is at times surprising what a complete and gratifying trans- 
 formation can be wrought in an old building. If an old schoolhouse is not 
 worthy of such treatment or can not be made attractive in appearance, 
 this in itself is a substantial if not sufficient reason for replacing the building 
 instead of attempting to remodel it. 
 
 While the first concern should be to make the schoolhouse through- 
 out comfortable and sanitary and safe from fire, a further duty, secondary 
 only in the sense that care of the body prepares for the nurture and develop- 
 ment of the mind and of the soul life, requires that the school home be 
 made an object lesson of good taste, pleasing effects and attractive sur- 
 roundings — as nearly as may be a model place for the stimulation of exem- 
 plary feelings and for the inculcation of right thoughts and high ideals. 
 Its whole atmosphere should be uplifting. This is essential in training for 
 citizenship, the foundation principle upon which the public school system 
 rests. Children are inevitably influenced by their environment. Subtle 
 and unconscious though this influence may be at times, it is none the less 
 positive, deep-seated and far-reaching in its eftects. The schoolhouse and 
 the school grounds where the children pass so many of the best hours of 
 the day through the most impressionable years should therefore be an 
 embodiment of all that is essential to development of character and ennoble- 
 ment of life in so far as environment may be able to contribute in that 
 direction. 
 
 General duties of districts. It ought to be the aim and the pride of 
 every community to make the school home of the many more inviting, 
 healthful and inspiring than the home of any. All children are entitled 
 to this consideration because it is for the common good and because all 
 
SCHOOL BUILDINGS AND GROUNDS 63 
 
 ought to enjoy equal rights and opportunities. The children from homes 
 of want and barrenness are in especial need of the elevating, refining and 
 uplifting influence of such surroundings to develop and enrich their lives, 
 to stimulate right thinking and acting, to contribute to the formation of 
 good habits and strong characters. Children from homes of refinement 
 and abundance are certainly entitled to as elevating surroundings in the 
 school as they are obliged to leave at home to attend school. 
 
 The fact that children are required to attend school, that neither they 
 nor their parents have any option in the matter, places the State in loco 
 parentis while the children are in school. As wards of the State, therefore, 
 they are not only entitled to be assured adequate floor space, air space, 
 light heat and pure air, but also to be surrounded by all those influences 
 and agencies essential to the development of healthy, vigorous bodies, 
 refined, cultivated minds, good habits and pure morals. The interests of 
 the child and the interests of the State are alike concerned. The school 
 grounds, therefore, as well as the schoolhouse should be selected, planned 
 and developed with unerring purpose and indomitable perseverance to 
 minister to these purposes and accomplish these ends. Compulsory edu- 
 cation must cease to be what it so frequently has been and often in efi^ect 
 still is, especially in rural districts, confinement in an ugly, forbidding hovel, 
 banishment to an unsightly, neglected bit of land, deprivation of oppor- 
 tunity for healthful play and invigorating sport. Nature's priceless boon 
 to the growing child. 
 
 Much remains to be done in the improvement of school buildings but 
 still more remains to be done in the improvement of school grounds. Com- 
 paratively little attention has hitherto been given to the proper selection,, 
 intelligent development and systematic care of grounds in country, village 
 and city. This is particularly to be regretted in the rural districts where 
 such favorable opportunities are afi^orded and the educational need is so 
 great by reason of its influence in the betterment of rural conditions and 
 in inducing an appreciation and love of country life. Often grounds pos- 
 sessing rare possibilities show little or no trace of any attempt to beautify 
 them. Rarely are they laid out and improved in accordance with a well- 
 defined landscape design or any system at all. 
 
 This situation is not chargeable to premeditated neglect or to inten- 
 tional indifiference to the welfare of the children, but rather to want of 
 appreciation of the importance of such improvements, to lack of knowl- 
 edge of right methods of procedure to bring them into being, and to the 
 natural tendency to keep to one's habits, particularly if the old ways are 
 easy and the new ways appear difficult. As a result, the dominating aim 
 
64 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 and idea in actual practice has been to secure merely a location for the 
 building at a nominal cost without thought or consideration for the physical 
 or esthetic needs of children, without any attempt to provide opportunity 
 for the development of healthy bodies or of a love for Nature and Nature's 
 God through pleasing and uplifting surroundings. These essential char- 
 acteristics which past generations have so largely ignored and the present 
 generation is only beginning to give ear to, future generations will inevit- 
 ably insist upon as fundamental. In this forward movement, it is the duty 
 of the Empire State to lead, as its educational system peculiarly fits it to do. 
 
 Outline of plan of procedure. The preceding sections of this chapter 
 conclusively show the wisdom and necessity of inaugurating in a thorough, 
 systematic manner a statewide campaign for the improvement of school 
 grounds and of prosecuting it with vigor and persistence. In such an 
 undertaking, the State itself has an important and responsible part to 
 perform, namely, to point out the way in which the desired betterment 
 can be made at an expense that will not prove burdensome even to the 
 weakest districts, and also to do whatever may be needful to assist in plan- 
 ning the improvements and in making them effective. Many districts are 
 so favorably circumstanced that they will be readily able to plot and beau- 
 tify their grounds unaided by the State and should be encouraged to do so, 
 but many others will need help, some of them much, and it is to meet their 
 needs especially that a general plan for giving assistance has been formu- 
 lated, which, embodying as it does the promised cooperation of the State 
 College of Agriculture at Cornell University and the State College of 
 Forestry at Syracuse University, it is believed will prove effectual. An 
 outline of this plan of cooperation and an explanation of the method of 
 procedure to procure needed assistance will be furnished on application. 
 
New York State College for Teachers, Albany 
 65 
 
PICTURES AND PLANS 
 
 SCHOOL BUILDINGS NOT LARGER THAN 
 THE EIGHT-ROOM TYPE 
 
 Elementary Schools in Rural Districts 
 Elementary Schools in Villages and Cities 
 Schools for Elementary and Academic Work 
 
70 
 
Old red schoolhouse ^ he building that came next 
 
 1906-7 
 
 71 
 
73 
 
74 
 
75 
 
District 12, Glenville 
 
 Cost $7320, or 20 cents a cubic foot. Seats 60 pupils. Common brick; artificial stone trim; fireproof except floors 
 and trim. Has its own sewer and water systems. Combination playroom and auditorium in basement; seats 175. 1914-15 
 
 Edward A. Atkinson, architect 
 
 76 
 
77 
 
District 2, Bedford 
 Cost $4500, or 9.3 cents a cubic foot. Each room accommodates 30 pupils. 
 
 F. H. Brown, architect 
 
 District 8, New Castle 
 
 Cost ^3500 
 
 □ □□□□ 
 
 □ □□□□ 
 □□□□□□ 
 
 □□□□□0 
 
 □□□□□□ 
 
 -.1^ J^or- i-e^.^r Co^rg. 
 . 
 
 Main Floor, New Castle 
 
 79 
 
-a^--:.-.:r-^ 
 
 - jo 
 
 ,45| 
 
 oEfflc{]oE]oQ]oElcOo0 
 oQ^c^QoQoQolM] 
 o[>QoQo[]]oG]o[T)oQ]oQ] 
 oMoQoQoHoaoQoG] 
 oQogoQoQoHoGloGloQ] 
 
 □cQcGoQcGoQc^o 
 
 □oQcQc^IcGoQcQdQo 
 □cGcQoQoEJoQoQaQo 
 □oQcQoQcgc^goQogo 
 □oGcQoQcQoQcgcgo 
 
 80 
 
8i 
 
82 
 
83 
 
84 
 
85 
 
District 3, Glenville 
 1911 
 
 District 2, town of New Hartford, Capron 
 1914-15 
 
 86 
 
87 
 
88 
 
89 
 
90 
 
91 
 
Basement Main floor 
 
 92 
 
District 5, Bedford 
 Plan shows~enlarged building. Old part used for vocational work. 
 Commendable toilet arrangement. 1915-16 
 
 Benjamin W. Morris, architect 
 
 9.3 
 
94 
 
District 1, Tonawanda 
 
96 
 
97 
 
98 
 
99 
 
100 
 
lOI 
 
I02 
 
Wilmont School, Tuckahoe 
 Cost ^25,000, or 14 cents a cubic foot. Seats 252. 
 Brick and marble. Semifireproof. This can readily 
 be^extended into a twelve-room building. 
 
 Wilson Potter, architect 
 
 104 
 
ROOF 
 
 Second lioor 
 Grade building, Alfred 
 107 
 
io8 
 
109 
 
1 lu' luw buildmc in wiiitiT 
 1 10 
 
BUILDINGS FOR BOTH ELEMENTARY AND ACA- 
 DEMIC WORK IN SMALLER VILLAGES 
 
Brownville-Glen Park High School 
 
 Cost }?I4 069, or about i8 cents a cubic foot. Brick; boiler room fireproofed Seats i6o. 1910-11. This 
 buildiiif; is planned to accommodate the 7th and 8th grades and the high school. There is a physics 
 laboratory in the basement. The building contains its own electric plant, and is so constructed as to be 
 readdy extended to double its present size. A. F. Lansing, architect 
 
 //////////// (/ii/ii!////////////////wMM////////////////////.';///j//h 
 
 First floor 
 
 wmm/mMi 
 
 '//////:;/, 
 
 mmmzzTzz^ 
 
 RECITATION 
 16 X 2Z 
 
 CHEr\:STRY 
 10 X24 
 
 STUDY HALL 
 22 -1 
 
 REClTATTOn 
 16 y 11' 
 
 Seioild floor 
 I 12 
 
113 
 
M4 
 
"5 
 
117 
 
The General Society of 
 Mechanics and Tradesmen 
 ftf the City of New York 
 Reference Section 
 
 119 
 
20 
 
Afton High School 
 
 Cost }?24,ooo, or about 9 cents a cubic foot. Pressed brick. Seats 185 grade and 150 academic pupils; 
 auditorium seats 475, Third floor contains assembly hall, stage and -nterooms. 1907-8 
 
 T. I. Lacey & Son, architects 
 
 First floor Second floor 
 
 121 
 
Dryden High School 
 Cost $22,y^8, or 11.5 cents a cubic foot. Brick. Stairwalls, halls and corridors fireproof. 1909-10 
 
 John V. Van Pelt 
 
 First floor 
 
De Ruyter High School 
 
 1907-S 
 
 New Lebanon Union School 
 1913-14 
 
 East Worcester Union School 
 1914-15 
 
 123 
 
Deposit High School 
 1914-1S 
 
 Rotterdam Un-on School 
 
 CohlcskiU High School 
 1913-14 
 124 
 
BUILDINGS IN THE LARGER VILLAGES AND THE 
 CITIES OF THE THIRD CLASS 
 
 For Elementary Work Only 
 For Both Elementary and Academic Work 
 For Academic Work Only 
 
First floor 
 
 Second floor is much the same as the first. An assembly hall occupies the main part of the third floor. 
 
 126 
 
127 
 
First floor 
 
Mayflower School, New Rochelle 
 Cost $100,000, or i6 cents a cubic foot. Tapestry brick, concrete and tile Fireproof. Seats 640; auditorium 
 500. The third floor contains an assembly hall with stage and dressing rooms. 1910-11 
 
 W. T. Towner, architect 
 
 1.14 
 
First floor 
 
 135 
 
First floor 
 
 136 
 
The second [floor corre- 
 sponds to the first, except 
 that the two front center 
 rooms can be thrown to- 
 gether for assembly pur- 
 poses 
 
 First floor 
 
 137 
 
First floor 
 
 \ 
 
 if 
 
 => r 
 
 1 
 1 
 
 ... 
 
 1 
 
 1 
 
 \ 
 i 
 
 / 
 
 ; 1 
 
 Second floor 
 A Glen Cove elementary school 
 
 139 
 
Ellsworth School, Poughkeepsie 
 Cost )?ioo,ooo, or i6 cents a cubic foot. Tapestry brick, concrete and steel. Fireproof. 
 Seats 640; auditorium 500. 1910-11 
 
 Wilson Potter, architect 
 
 Basement 
 
 140 
 
Seward School, Auburn 
 Cost $76,432, or 15I cents a cubic foot. Brick and terra cotta. Partially fireproof. Seats 444; auditorium 
 350. 1908-9. The heating and ventilating system of this school is shown on pages 292 and 293 
 
 Samuel E. HiUger, architect 
 
 Hasiiniiit 
 
 142 
 
Enlarged and remodeled Winyah Avenue School, New Rochelle 
 The remodeling of this building cost $66,628. This school accommodates 1020 pupils; the auditorium seats 544. 1909-10 
 
 G. K. Thompson, architect 
 
 144 
 
Basement; new construction is indicated by black lines 
 
 Jug ananna r^ n i^. 
 
 i 
 
 ■PILtitNT (■UlLDHJO 
 
 First floor 
 
 NtW WI«.C 
 
 The second floor of this building has ten classrooms 
 Winyah Avenue School, New Rochelle 
 145 
 
Martin Street building, Wellsville 
 Cost $20,500, or n cents a cubic foot. Brick and reinforced concrete; fireproof. Seats 450. 1910-11 
 
 Pierce & Bickford, architects 
 
 146 
 
Elementary school, Ballston Spa 
 
 1912-13 
 
 District I, Greece 
 191 1-12 
 
 Elementary school, Owego 
 148 
 
Elementary school, Hempstead 
 
 Llementary schoo!, Rome 
 
 191 1-12 
 
 Llementary school. Rome 
 1907-S 
 
 149 
 
COMBINATION BUILDINGS FOR ELEMENTARY 
 AND ACADEMIC WORK 
 
152 
 
153 
 
Wilsonian High School, Angelica 
 
 Cost i^20,327.4i, or 8 cents a cubic foot. Brick. Seats 210 grade and 70 high school pupils. 1908-9 
 
 Pierce & Bickford, architects 
 
Luzerne High School 
 
 Cost $19,377, or 8.34 cents a cubic foot. Brick, concrete and wood. 
 Accommodates 264 grade and 66 academic pupils. 1908-9 
 
 Brezee & Mallory, architects 
 
East Bloomfield High School 
 Cost ^27,000, or 8.15 cents a cubic foot. Tile faced with brick. Seats 165 grade and 90 academic pupils. 
 
 1908-g 
 
 J. Mills Piatt, architect 
 
First floor 
 
 Secoiid floor 
 
 East Bloomfield High School 
 i6i 
 
Cuba High School 
 
 Cost }?37,500, or 10.3 cents a cubic foot. Brick and reinforced concrete. Fireproof. Seats 325 grade and 120 academic pupils. 1909-10 
 
 Pierce & Bickford, architects 
 
 AsscnoLY Hall 
 
BOILER ROOM I COAL 
 
 i] n 
 
 
 
 
 
 
 - TOILET 
 
 j MANUAL TRAINING 
 
 Suffeni High School 
 
 Cost }56o,ooo, or 15 cents a cubic foot. Brick, stone, 
 terra cotta. F"ireproof, except slow-burning floors. 
 Seats 160 grade and 125 high school pupils; audi- 
 torium 500. IQII-12 
 
 Wilson Potter, architect 
 
 Basement 
 
First floor 
 
 165 
 
Second floor 
 BriarclifF Union School 
 
 167 
 
Goshen High School 
 
 Cost $6s,cxx), or about 12 
 cents a cubic foot. Brick and 
 tile. Corridors and partitions 
 fireproof; floors slow-burning. 
 Seats 160 grade and 190 aca- 
 demic pupils; auditorium 600. 
 1910-1 I 
 
 William Towner, architect 
 
 (iround floor 
 
 168 
 
First floor 
 
 O 
 
 n 
 
 Second floor 
 Goshen High School 
 169 
 
Monroe High School 
 
 Cost ^41,617, or 11.06 cents a cubic foot. Brick. Seats 420 grade and 85 academic pupils; 
 
 auditorium 300. 1907-8 
 
 F. \V. Wcntworth, architect 
 
 Basement 
 
 170 
 
First floor 
 
 Second floor 
 Monroe High School 
 
 171 
 
Cooperstown High School 
 
 Cost $92,000, or 14 cents a cubic foot. Brick, stone, terra cotta. Fireproof. 1906-7. Seats 570 grade and 170 academic pupils 
 
 Wilson Potter, architect 
 
 Ground floor 
 
Huntington High School 
 Cost ^100,000. Brick and concrete; fireproof. Seats 600. 1908-9 
 
 Adden & Parker, architects 
 
 Basement 
 
 174 
 
Basement 
 
 176 
 
177 
 
Boonville High School 
 
 Cost ?40,ooo, or 12 cents a cubic foot. Brick, stone, terra cotta. Fireproof except floors, which are slow-burning 
 
 Seats 350 grade and 160 academic pupils. 1910-1 1 
 
 Wilson Potter, architect 
 
179 
 
First floor 
 
 Third floor 
 Griffith Institute, Springville 
 The second floor of this building is the same as the first, except that the center front is occupied by the 
 academic study hall; the central space contains the gallery and upper part of the auditorium; and there are 
 toilets over the two stage anterooms. 
 
 i8i 
 
Saugerties High School 
 Cost ^71 000, or I3j cents a cubic foot. Brick, stone, terra cotta. Fireproof except floors, which are slow- 
 burning. Seats 540 grade and 100 academic pupils; auditorium 600. 
 
 Wilson Potter, architect 
 
 Basement 
 
 182 
 
CUAbS ROOM -QO 
 
 Third floor 
 Saugerties High School 
 183 
 
84 
 
Le Roy High School 
 
 Cost $8o,ooc, or 10.4 cents a cubic foot. Brick and cut stone. Fireproof except roof. Seats 560 grade and 250 high school pupils; auditorium 875. 
 
 E. E. Joralemon, architect 
 
First floor 
 
 Second floor 
 
 Le Roy High School 
 
 187 
 
First floor 
 
 Second floor 
 Pierson High School, Sag Harbor 
 189 
 
Drum Hill High School, PeekslciU 
 Cost ?i7S,ooo, or 16.6 cents a cubic foot. Brick and cut stone. Fireproof except roof. Seats 760 grade and 300 
 
 high school pupils. 1909-10 
 
 E. E. Joralemon architect 
 
Second floor 
 
 Drum Hill High School, Peekskill 
 
Waverly High School 
 
 Cost $60,000, or 13 cents a cubic foot. Brick and tile. Fireproof. Seats 310 grade and 400 academic pupils; auditorium 400. 
 
 1911-12 
 
 William T. Towner, architect 
 
 Fuel Hjoom 
 
 Boiler Boom 
 
 JYoBAOt 
 
 Vboo WoRKino 
 
 Qymna/ivm 
 
 i2^ 
 
 6 ot - 
 
 Ul 
 
 rr 
 
 FOB-Ot EOOM 
 
 3 ^ ^ ■ Dlliino Boon 
 
 > 52. "I" ^ ■ 
 
 DoMOTic^itnce 
 
 Ground floor 
 
 192 
 
First floor 
 
 KDOF OVEl^ 
 
 Second floor 
 
 Waverly High School 
 
 193 
 
Irvington High School, Irvington-on-Hudson 
 
 Cost }?I28,I9I, or i6i cents a cubic foot. Brick, reinforced concrete in main building; wood in auditorium. 
 Main building fireproof to the third floor. Seats 300 grade and 200 academic pupils; auditorium 5CX5. 1911-12 
 
 Ewinc & Chappel, architects 
 
 
 
 ii;isiniciit 
 
 194 
 
First floor 
 
 Second floor 
 
 The third floor contains a science lecture hall, physical laboratory, chemical laboratory, drawing room, 
 and several unassigned rooms. Roof of assembly hall extends from center rear. 
 
 Irvington High School 
 
 195 
 
Chatham High School 
 
 Cost $77,500, or 14 to 15 cents a cubic foot. Reinforced concrete faced with terra cotta brick. .Artificial stone trim. 
 Fireproof. Seats 600 grade and 250 high school pupils. Auditorium seats 700. 1914-15 
 
 Pierce & Bickford, architects 
 
Ilion High School 
 
 Cost $83,879, or 16 cents a cubic foot. Fireproof, excepting floors and trim. Seats 450 pupils; auditorium 
 
 seats 602. Has large gymnasium. 1912-13 
 
 Fuller & Robinson, architects 
 
 First floor 
 
 198 
 
Southampton High School 
 A new, modern school building for the elementary grades and the academic department, having'a capacity for 800 children 
 
 and erected at an expense of ^130,000. 1912-13. 
 
 Hewitt & Bottomley, architects 
 
 First floor 
 
 U iJ 
 
 • • • • 
 
 Sccoiullfloor 
 
 200 
 
Weedsport High School 
 
 1908-9 
 
 Lyndenhurst Union School 
 
 iqio -I I 
 
 Lynbrook High School 
 1910-1 I 
 
 201 
 
Lawrence (Inwood) High School 
 1912-13 
 
 North Side High School, Corning 
 1908-9 
 202 
 
HIGH SCHOOL BUILDINGS 
 
 One or More Grammar Grades are Frequently Housed 
 IN High School Buildings 
 
Glens Falls High School 
 Cost $130,000, or I3§ cents a cubic foot. Brick, concrete, steel; fireproof except roof. Seats 800; auditorium 634. 
 In addition to the usual rooms, the basement contains a gymnasium, boys' baths, girls' baths, bicycle 
 room and a vault. 
 
 E. P. Potter, architect 
 
 First floor 
 204 
 
Ossining High School 
 
 Cost $93,ooc, or i8 cents a 
 cubic foot. Biick, stone, terra 
 cotta. Fireproof except floors 
 of auditorium and classrooms, 
 which are of slow-burning con- 
 struction. Stats 520; auditorium 
 
 500. 1907-8 
 
 Wilson Potter, architect 
 
 Ground lloor 
 
 206 
 
20/ 
 
208 
 
First floor 
 
 Second floor 
 Johnstown High School 
 209 
 
Ogdensburg Free Academy 
 
 Cost $90,000, or 18 cents a cubic foot. Brick, marble and terra cotta. Fireproof except floors, which are 
 
 semifireproof. Seats 480. 1908-9 
 
 Wilson Potter, architect 
 
 Ground floor 
 
First floor 
 
 211 
 
212 
 
Second floor 
 
 Plattsburg High School 
 213 
 
The old Lansingburg Academy 
 
 Lansingburg High School, North Troy 
 Cost i?82,ooo, or 14. 1 cents a cubic foot. Brick and cut stone. Fireproof except roof. Scats 500; auditorium 580. 
 
 1909-10 
 
 E. E. Joralemon, architectct 
 
 214 
 
\ 
 
CilovLTsville High School 
 
 Cost $107,000, or about 11 j cents a cubic foot. Brick, cut stone and terra cotta. Seats 300 grade and 450 
 
 high school pupils; auditorium 600 1905-6 
 
 Wilson Potter, architect 
 
 First floor 
 216 
 
Third floor 
 
 The ground floor of this building contains a manual training room, a domestic science room, a boys' lunch 
 room, a girls' lunch room, two toilets, gymnasium and boiler room (the latter two partially below grade) 
 
 Gloversville High School 
 
 217 
 
Canandaigua Academy 
 
 Cost ^95,000, or 12 cents a cubic foot. Brick, stone, terra cotta. Fireproof except floors, 
 which are of slow-burning construction. Seats 600. 1907-8 
 
 Wilson Potter, architect 
 
 (iroiind Hoor 
 
 218 
 
tirst floor 
 
 219 
 
Elmira Free Academy 
 Cost $140,000, or 12 cents a cubic foot. Brick, stone and reinforced concr'.He. Fireproof. 
 Seats 1 150; auditorium 950. 1912-13 
 
 Pierce & Bickford, architects 
 
 I I ljjp I I I I I I 
 
 mCHArilCAL 
 IDRAWIMG ROon 
 
 WOOD WORKinS H 
 
 n -| -Roon 
 
 BOY/ LUnCH 
 ROOM 
 
 ILiscment 
 
 220 
 
Ithaca High School 
 
 Cost $280,210, or 163 cents a cubic foot. Essentially fireproof. Roof may be used as playground or or outdoor school. 1912-13 
 
 WiUiam Miller, architect 
 
 GUAM KCDM 
 
 CLA33 fXC ' 3 C«)M 
 
 i^va bsjm. ajj CL^3J bow* 
 
 Ground floor 
 
 222 
 
First floor 
 
 Third floor 
 
 The second floor of this building is essentially the same as the first, except that the center front is occupied chiefly by one'large and two 
 small libraries, and that the center of the building contains the gallery of the auditorium 
 
 Ithaca High School 
 
 223 
 
22^ 
 
Basement 
 
First floor 
 
 THIBD riOOg PLAB 
 
 Third floor 
 Poughkeepsie High School 
 227 
 
228 
 
New Rochelle High School 
 1912-13 
 
 Salamanca High School 
 1909-10 
 229 
 
Mechanicville High School 
 
 Binghamton High Schoo 
 i9i3-'4 
 2^0 
 
Herkimer High School 
 1912-13 
 
 Gouverneur High School 
 1914-13 
 231 
 
ELEMENTARY, TECHNICAL AND HIGH SCHOOL 
 BUILDINGS IN CITIES OF THE FIRST 
 AND SECOND CLASSES 
 
Basement 
 
 235 
 
Potter Street School, Utica 
 Cost $62,325, or 12 cents a cubic foot. Brick, hollow tile, concrete. Essentially fireproof. Seats 720. 1908-9 
 
 Cooper & Baggs, architects 
 
2^7 
 
Delaware School, Syracuse 
 
 Cost $260,291, or 18.5 cents a cubic foot. Has 20 regular classrooms, kindergarten department, vocational department, anemic department 
 
 on roof, auditorium, library, gymnasium and swimming pool. 1915-16 
 
 James A. Randall, architect 
 
239 
 
First floor 
 
 240 
 
242 
 
First floor 
 School 23, Rochester 
 
 Cost $60,000, or 9 cents a cubic foot. Accommodates 628 pupils 
 
 J. Foster Warner, architect 
 
 243 
 
School 56, Buffalo 
 Cost ?!i36,i96, or izf cents a cubic foot. Brick, stone and terra cotta. Fireproof. 
 Seats 1080 pupils; auditorium 700 
 
 Howard L. Beck, architect 
 
First floor 
 
 245 
 
246 
 
V 
 
 Public School 167, Brooklyn 
 Cost ^325,000; or 22j cents a cubic foot. Accommodates 2030 pupils 
 
 C. B. J. Snyder, architect 
 
Salina School, Syracuse 
 
 Cost $91,165, or 1 1.5 cents a cubic foot. Brick. Seats 800; auditorium 800 
 
 Gaggin & Gaggin, architects 
 
North High School, Syracuse 
 Cost $261,000. Accommodates 700 pupils. Auditorium seats 732 
 
 Archimedes Russell, architect 
 
 Basement 
 
 250 
 
First floor 
 
 The second floor corresponds to the first except that the rooms above the front entrance corridors and intervening rooms on the 
 first floor, are two recitation rooms, a classroom, two teachers' retiring rooms, and that the assembly room gallery is on this floor 
 
253 
 
Basement 
 
 254 
 
Third floor 
 
 School of Industrial Arts, Mount Vernon 
 255 
 
257 
 
2.5,8 
 
Third floor 
 
 Basement First floor 
 
 Stuyvesant High School, New York 
 259 
 
Technical High School, Buffalo 
 
 Cost $650,000, or I7j cents a cubic foot (including power plant equipment). Seats 1326. 190 rooms. 
 
 Steel, brick and concrete. Fireproof. 1913-14 
 
 Martin C. Miller, architect 
 
 JtCOND rLOOR PLAN 
 
 ^urr^Lo tcchnicm. hich 3cm3ou 
 
 260 
 
262 
 
SCHOOL GROUNDS 
 SCHOOL GARDENS 
 ATHLETIC FIELDS 
 
266 
 
District 9 Caiiandaigua 
 
 District I, Harrison 
 
 267 
 
Pocantico Hills, District 3, Mount Pleasant 
 
 268 
 
Hudson Falls Public Schools 
 
 269 
 
Port Washington High School 
 271 
 
Chatham High School 
 
275 
 
276 
 
277 
 
Balmville 
 278 
 
District near Batavia 
 280 
 
DeWitt Clinton Park garden, New York 
 
282 
 
East Bloomfie'.d High School 
 
 AlIinR S. De Forest, landscape architect 
 
286 
 
HEATING AND VENTILATING PLANTS IN SCHOOLS 
 
 OF VARIOUS SIZES 
 
288 
 
This page shows two types of ventilating stoves, several varieties ot which are now manu- 
 factured. An approved room-heater of this type is required in one-room buildings where a heater 
 is not used. The air is admitted, warmed, circulated and exhausted m the same manner as with 
 a furnace. 
 
 An installation of a Waterman-Waterbury room heater 
 
 289 
 
First floor Second floor 
 
 This page shows a heating and ventilating system installed in an originally unventilated 
 
 building at Schuyler Lake. 
 
 Kelsey Heating Company, Syracuse 
 
 H.iscnieiit 
 
 290 
 
Basement 
 Seward School, Auburn 
 
 In this heating and ventilating system, air is forced under the basement floor (to avoid distigurement of basement ceilings) to 
 outlying steam-heating coils, and thence distributed. Double mixing-dampers automatically controlled, govern the temperature of the 
 air to be delivered. The escape of foul air from the building is governed from the basement by means of compressed air. 
 
 Lewis & Kitchen, Chicago 
 
 'The picture- of this building is shown on page 142. 
 
 CH?uMBER 
 
 292 
 
□ — □ □ c 
 
 I i 
 First floor 
 
 Second floor 
 Seward School, Auburn 
 
 293 
 
Basement 
 
 School 5, Jamestown 
 
 This ten-room building is heated and ventilated by a battery of three furnaces, and a 6'S-inch cone fan driven by an 8 
 horse-power gasoline engine. A warm-air flue and a cold-air flue for each room join at a point where an automatically 
 operated mixing valve controls the temperature of the air to be delivered to the room. 
 
 American Warming & Ventilating Company, Elmira 
 
 294 
 
First rioor 
 
 Second floor 
 Owej^o elementary school 
 
 297 
 
School 4, Saratoga Springs 
 This twelve-room brick building is heated and ventilated by a system including two hot-air furnaces, a steam-heat 
 generator for auxiliary use in corridors and offices, and for use when the building is closed, a fan driven by a 6 horse- 
 power electric motor and an air filter. A warm-air flue and a cold-air flue for each room, join at a point where a 
 mixing valve, operated from the room controls the temperature of the air to be delivered. 
 
 American Warming & Ventilating Company, Elmira 
 
 (The picture of this building is shown on page 130) 
 
 TRAN:)VtK.5t OECTION Of 
 FUK.NACtJ AN p. COMBINATION 
 &OILLR.,:5MOWlNQ • W d C AIR. CONNECTION 
 
 PIPING- 
 PLAN 
 
 298 
 
SPECIAL DEPARTMENTS 
 
 SciENcr. Laboratories 
 Vocational Ro(ms 
 Commercial Rooms 
 Drawing Rooms 
 Gymnasiums 
 Baths and SwniMiNCi Tanks 
 
A clienslicil relic ot the past 
 Mantelpiece taken from original Erasmus Hall, now in principal's office, Erasmus Hall High School, Brooklyn. 
 The bell and bed warmer are also from the old building 
 
 302 
 
303 
 
305 
 
3IO 
 
312 
 
313 
 
314 
 
Trade School Laboratories 
 
 Stuyvesant High School, New York 
 Applied mechanics and electricity 
 
 Stuyvesant High School, New ^ Ork 
 Scientific instrument making 
 
Stuyvesant High School, New York 
 
 Forge work 
 317 
 
3i8 
 
Gymnasiums 
 For outdoor gvmnaiumss see page 277 
 
Gymnasiums 
 
Baths^and Swimming Pools 
 
Baths and Swimming Pools 
 
 School 20, Rochester 
 Shower baths 
 
 323 
 
Baths and Swimming Pools 
 
 School i()7, Brooklyn 
 Shower Ixitlis in toilet room 
 
SPECIAL FEATURES OF SCHOOLHOUSE 
 CONSTRUCTION 
 
 Assembly Rooms and 
 
 Auditoriums 
 Libraries 
 
 Corridors and Stairways 
 
 Toilets 
 
 Cloak Rooms 
 
 Lunch Rooms 
 
 Special Rooms 
 
 Open-air Schools 
 
 Fire Protection 
 
School 14, Albany 
 Detail 
 
 329 
 
DLJJU 
 
 M ini 
 
 School 16:;, New York 
 
 School 159, New York 
 Detail 
 330 
 
331 
 
DeWitt Clinton High School, New York 
 Mural paintings 
 
333 
 
334 
 
DeWitt Clinton High School, New York 
 
 DrumrHill High School, Peekskill Le Roy High School 
 
 335 
 
Corridors 
 
 Oneonta High School 
 
 Salanuinca llif^li School 
 336 
 
Corridors 
 
338 
 
Auditoriums 
 
 Ellsworth School, Poughkeepsie 
 
 Central High School, Syracuse 
 339 
 
340 
 
Auditoriums 
 
342 
 
34? 
 
345 
 
347 
 
349 
 
351 
 
353 
 
Open-air Schools 
 
355 
 
356 
 
Fire Protection 
 
 School 20, Rochester Lansingburg High School 
 
 357 
 
Fire Protection 
 
Fire Protection 
 
 State College for Teachers, Albany Glen Cove 
 
 359 
 
Cleaning 
 
 360 
 
36i 
 
Drinking Facilities 
 
 362 
 
Drinking Facilities 
 
Drinking Facilities 
 
Lansingburg High School 
 An excellent study hall; pleasing space composition; appropriate pictures; very little blackboard surface 
 
School 7, Rochester 
 
 An ctfectively decorated corner; slidinK blackboard allowing a large space for decoration; 
 bulletin board with pupils' work neatl\' arranged 
 
 Oneonta High School 
 
 Excellent third floor corridor; friezes, statues and pictures well place.l 
 
 366 
 
Method of excluding all light from a room: (i) ordinary curtain drawn, strips 
 on casing closed; (2) both curtain and opaque shade drawn; (3) curtain drawn, 
 opaque shade partly drawn, strips open 
 
CHILDREN'S GARDENS 
 Under Auspices of the Woman's Club of Albany 
 Some Prize Winners 
 
373 
 
374 
 
\ 
 
 BIBLIOGRAPHY ON SCHOOLHOUSES 
 
 This select list on school architecture, school grounds and equipment 
 includes, with a few exceptions, only the most important and most readily- 
 accessible American books and periodical material published within the 
 last ten years; a few recent English titles have been included. For a more 
 complete record of the literature of this subject, consult the annual Bibli- 
 ography of Education, compiled under the direction of Mr J. I. Wyer jr. 
 Director of the New York State Library, published from 1899 to 1906 in 
 the Educational Review, and for 1907 by the United States Bureau of 
 Education. Since 1908 this work has been undertaken by the Bureau of 
 Education, and beginning with January i, 191 2 the bureau has issued a 
 monthly list, which is of great service in keeping up with current edu- 
 cational literature. Bibliographies to be found in the books on this list 
 are noted. 
 
 Albany, N. Y. High school building. Illus. (In Architecture & Building, 45:501-3 
 Dec. 1913) 
 
 New York State Normal School. Illus. plans. (In Brickbuilder, v. 19 
 
 Jan. 1910) 
 
 American Academy of Medicine. Conservation of schooi children. 191 2. Amer. 
 
 Academy of Medicine. ^5 
 American Architect. Modern school houses. 1910. Amer. Architect $7.50 
 Arnold, E. H. Importance of the school yard for the physical well-being of school children. 
 
 (In Nat. Educ. Assn. Proc. 1905, p. 756-60) 
 Artesia, Cal. Grammar school. Illus. plan. (In Brickbuilder, v. 21, Aug. 1912) 
 Ajrres, L. P, Fire protection in public schools. 1913. Russell Sage Foundation. Pap. loc 
 
 Open-air schools. 191 3. Russell Sage Foundation. Pap. loc 
 
 Open-air schools. 1910. Doubleday ^1.20 
 
 Baldwin, E. C. Terminology of school building construction and repairs. (In Jour, of 
 
 Ed., 81:679-80, June 24, 1915) 
 Baldwin, W. A. School gardens. (In Education, 26:447) 
 
 Baldwin, William James. The ventilation of the schoolroom. 46p. 1901. N. Y. 
 
 The author, 107 W. 17th st. $1 
 
 Author an expert consulting engineer. 
 Baltimore Co. Md. Maryland school for blind. Illus. plans. (In Brickbuilder, v. 22, 
 
 Dec. 1913) 
 
 Barnard, H: School architecture. Bardeen ^1.50 
 Barry, W: F. Hygiene of the school room. 1911. Silver ^1.50 
 
 375 
 
376 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Bass, F: Experiment in school ventilation with reduced air supply through individual 
 ducts; with discussion. Illus. (In Amer. Soc. of Heating and Ventilating Engineers, 
 19:328-60, 1913) 
 
 Becht, J. G. Report on playgrounds. (In Pa. School Jour., Nov. 1912, 61:218-21) 
 Bennett, H. C. School gardens. (In Booklover's Mag., 5 :469; Review of Reviews (N. Y.), 
 29:439) 
 
 Bigelow, Maurice A. Gardens, school; gardens for children. (In Cyclopedia of Education; 
 
 ed. liy Paul Monroe. 3:10-12, 1903-) 
 
 " References " include 11 recent titles on this subject. 
 Boston. School committee. Report of commission of oculists and electricians on the 
 
 artificial lighting and color schemes of school buildings. Bost. 1907. 20p. (Boston 
 
 school documents 1907, no. 14.) 
 Nathan Hale primary, and Bishop Cheverus grammar schools. Illus. plan. 
 
 (In Brickbuilder, 18:221-25, Nov. 1909) 
 Normal and Latin school group. Illus. plans. (In Brickbuilder, v. 17, 
 
 March 1908) 
 
 Briggs, Warren Richard. American school buildings: being a treatise upon and designs 
 
 for the construction of school buildings. . . . N. Y. Wiley, 1899. 411 p. pi. plans. $4 
 Bright, Orville T. School gardens, city school yards, and the surroundings of rural schools. 
 
 (In Nat. Educ. Assn. Proc. 1903, p. 77-85) 
 Brookline, Mass. Edward Devotion school, Brookline Mass., and Vose school, Milton, 
 
 Mass., views and plans. (In Brickbuilder, 24: pi. 19-24, Feb. 1915) 
 
 Winsor school. Illus. plans. (In Brickbuilder, v. 20, Jan. 191 1) 
 
 Brown, John Franklin. Material equipment. (In his American high school, p. 177-92, 
 
 1909) Bibliography p. 189-92. Macmillan ^^1.40 
 Bruce, W: C. comp. Grade school buildings. 1914. Bruce Pub. Co., Milwaukee, 
 
 Wis. $3.50 
 
 High school buildings. 1913. Amer. School Board Jour. $2.50 
 
 Bruce, William George, comp. School architecture; a handy manual for the use of 
 
 architects and school authorities; 4th ed. Milwaukee, Johnson Service Co. [CI910.] 
 
 289P. 75c 
 
 Buck, W. Pictures in the public schools. (In Municipal Affairs, 6:189-97, June 1902) 
 Buffalo, N. Y. Nichols School building. Illus. plan. (In Brickbuilder, v. 20, Sept. 191 1) 
 Burnham, W. H. Ideal school houses. (In World's Work, 2:866-71, June 1901) 
 Burrage, Severance, & Bailey, Henry Turner. School sanitation and decoration: a practical 
 
 study of health and beauty in their relations to the public schools. Bost. Heath, 
 
 [C1899.] 224p. Illus. pi. 5^1.50 n 
 California. Department of public instruction, Sacramento. California school house for 
 
 ^^500; out-door school houses for Eresno. 1913. 9p. Illus. 
 Caproni, P. P. Suggestions for interior decorations of schools. 1909. Pap. 25c 
 Carpenter, RoUa Clinton. Heating and ventilating buildings: a manual for heating 
 
 engineers and architects; 5th ed. rev. and enl. N. Y. Wiley, 1910. 562p. $\ 
 Literature and references, p. 493-95. 
 Carroll, C. F. What should be the features of a modern elementary school building? 
 
 (In Nat. Educ. Assn. Proc. 1903, p. 235-40) 
 Chelsea, Mass. St Rose's school. Illus. plan. (In Brickbuilder, v. 21, Aug. 1912) 
 
SCHOOL BUILDINGS AND GROUNDS 377 
 
 Chicago. Bernard Moos school. lUus. plan; Tilton school. (In Brickbuilder, 18:225-26, 
 
 Nov. 1909; Brickbuilder, 18:229) 
 Chicago schools. School houses, portable. [Portable school houses in Chicago. Illus. 
 
 diagrams. (Building Age, 37:37-40, May 191 5) 
 Schools — heating and ventilation. Chicago ventilation committee first 
 
 report. Illus. (In Metal Work, 83:632-35 + , April 30, 1915) 
 Clapp, H. L. School gardens. (In Nat. Educ. Assn. Proc. 1903, p. 85-88) 
 Cox, L. Cottage plans for schools of Glendale, Arizona. (In Jour, of Ed., 81:124-25, 
 
 Feb. 4, 1915) 
 
 Clay, Felix. Modern school buildings, elementary and secondary; a treatise on the plan- 
 ning, arrangement and fitting of day and boarding schools; 2d ed. rev. and enl. Lond. 
 Batsford, 1906. 555p. Illus. plans, diagrams. 
 
 Bibliography of works on schools and their architecture, pref. p. 19-25. 
 
 The 1903 edition was imported by Scribner, price $10; the English price of the 2d ed. is 25s n. 
 Craftsman. Two Craftsman country school-houses. (In Craftsman, 20:412-16, July 
 1911) 
 
 Crawshaw, F. D. High school rooms and manual training equipment. Illus. plans. 
 
 (In Manual Training, 9:422-34, June 1908) 
 Croly, H. Work of Kilham and Hopkins, architects of Boston. Illus. (In Architectural 
 
 Record, 31:98-110, Feb. 1912) 
 Crowley, Ralph H. (The) school building. (In his Hygiene of school life. 1910. 
 
 p. 292-330) Methuen, Lond.^ 3/6 n. 
 Curtis, H. S. Reorganized school playground. (In U. S. Bureau of Educ. Bui. 40, 
 
 p. 1-28, 1913) 
 
 Dartmouth College. Gymnasium. Hanover, N. H., designs. (In Brickbuilder, v. 24, 
 pi. 54-55, April 191 5) 
 
 Davis, Seymour. Recent progress in school architecture. (I.i Nat. Educ. Assn. Proc. 
 1905, p. 836-42) 
 
 Discussion by E. H. Arnold, p. 842-43. 
 
 Dresslar, Fletcher B. American school houses. Wash. Gov't Print. Office, 191 1. I33p. 
 PI. plans. (In U. S. Bureau of Ed. Bui. 5, whole no. 444. 1910). Sup't of Docu- 
 ments 75c 
 
 References on school architecture and sanitation, p. 107-10. 
 School hygiene. The Macmillan Co. New York 
 
 Architecture, school. (In Cyclopedia of education; ed. by Paul Monroe. 
 
 191 1 . v. I, p. 183-96) 
 
 Bibliography listing 21 titles of separate books, 8 special articles, periodicals and other material. I column 
 in length. 
 
 Hygiene of rural schools. (In Nat. Educ. Assn. Proc. 1912, p. 1 103-10) 
 
 Rural school houses and grounds. Illus. Pap. (In U. S. Bureau of Ed. 
 
 Bui. 1914, 12, p. 1-162, 1914) Sup't of documents. 50c 
 Dutton, Samuel Train, & Snedden, David. (The) school house: its construction and 
 
 adaptation. (In their Administration of public education in the United States. 1908. 
 
 p. 172-207) Macmillan. ^1.75 n 
 
 References at ends of chapters, p. 186, 207. 
 Eliot, C: W. Full utilization of a public school plant. (In Nat. Educ. Assn. Proc. 
 
 1903, p. 241-47) 
 
37^ THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Elliott, E: C. Buildings and sites: legislation 1908-9. (In U. S. Bureau of Ed. Bui. 2, 
 p. 98-108, 1910) 
 
 Health regulations: legislation. 1908-9. (In U. S. Bureau of Ed. Bui. 2, 
 
 p. 157-62, 1910) 
 
 Ely School. Misses Ely school, Greenwich, Conn. Illus. plans. (In Brickbuilder, v. 16, 
 
 Dec. 1907) 
 
 Emerson, P. Gardens at school. (In Jour, of Ed., 77:374, April 3, 1913) 
 Evans, I. N. Recirculation of air for schools. (In Heating and Ventilating Mag., 11:46-53, 
 June 1914) 
 
 Evans, M. O. jr. School and house gardening in Portland, Ore., season of 1914. Illus. 
 
 (In Nature Study, 11:47-52, Feb. 1915) 
 Frost, W. D. & Armstrong, V. A. Bacteriological tests of methods of cleaning. (In Nat. 
 
 Educ. Assn. Proc. 191 1, p. 985-90) 
 Gerhard, W. P. School architecture and hygiene, bibliography. (In Amer. Architect, 
 
 88: 14) 
 
 Gray, M. R. Education of children in the school gardens of Los Angeles. (In Craftsman, 
 
 24:472-79, Aug. 1913) 
 
 Haddon, R. W. Modern American schoolhouses. Illus. plans. (In Architectural Record, 
 
 36:244-63, Sept. 1914) 
 Modern two-room school-house: a superstructure of cement brick on a 
 
 foundation of concrete blocks. Illus. plans. (In Building Age, 36:29-32, Oct. 1914) 
 School houses planned with reference to the newer educational activities. 
 
 Plans. (In Architectural Record, 36:511-23, Dec. 1914) 
 Hall, Mrs H. J. Beautifying of school grounds. (In Chautauquan, 38:276) 
 Halliday, T. W. Electric school building of Rupert, Idaho. Illus. plan. (In Electrical 
 
 World, 63:1151-53, May 23, 1914) 
 Hamlin, L. A. How school gardens put new civic spirit into South Chicago. Illus. (In 
 
 Survey, 24:18-24, April 2, 1910) 
 Harvey, A. E. Kindergarten out of doors: gardens. (In Nat. Educ. Assn. Proc. 1910, 
 
 p. 402-4) 
 
 Heating and Ventilating (magazine). School equipment based on the new ventilating ideas. 
 
 Diagrams, plans. (In Heating and Ventilating Mag., 11:37-46, June 1914) 
 Hollister, Horace Adelbert. Public school buildings and their equipment, with special 
 
 reference to high schools. Urbana, 111. 1909. 37p. Illus. plans. (In Univ. of 
 
 Illinois, School of Ed. Bui. i) 
 References, p. 37. 
 
 Hope, E. W. & Browne, E. A. Manual of school hygiene. 1907. Putnam $1 
 Hough, H. Planting the school yard. Illus. (In Craftsman, 22:650-56, Sept. 1912) 
 Hutt, H. L. Improvement of school grounds. Toronto, 1908 
 
 Hyatt, E. School architecture and school improvement. 1909. Pap. gratis. California 
 
 department of public instruction, Sacramento 
 Hyatt, E: Schoolhouse for $500. (In Jour, of Ed., 78:234, Sept. 11, 1913) 
 Illinois. Public instruction department. 1 he one-room country schools in Illinois. 1908. 
 
 32p. Illus. plans. (Circular 28) 
 
 Trepartd by V. J. Hotiman. 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 379 
 
 School buildings. (In 27th biennial report of the superintendent of public 
 
 instruction of the state of Illinois, July i, 1906 -June 30, 190S. F. G. Blair, Sup't. 
 Springfield, 1908. p. 54-72) 
 
 Contains plans and specifications of one-room buildings; discussions of the subjects of heating, lighting 
 and ventilation. 
 
 Illuminating Engineer (magazine). Interim report on daylight illumination of schools. 
 (In Illuminating Engineer, 7:559-68, July 1914) 
 
 Short history of investigations on the natural lighting of schools. (In Illu- 
 minating Engineer, 7:27-30, Jan. 1914) 
 
 Indiana. Public instruction department. School sanitation and architecture. (In 24th 
 biennial report of the state superintendent of public instruction for the school years ending 
 July 31, 1907 and July 31, 1908. F. A. Cotton, Sup't. Indianapolis, 1908. Pt 529-78) 
 
 Ingold, J. M. Heating, lighting, and ventilating of school buildings. (In Nat. Educ. 
 Assn. Proc. 1914. p. 779^85) 
 
 Ittner, William B. School architecture. (In Nat. Educ. Assn. Proc. 1908, p. 1065-71) 
 
 School architecture. (In Nat. Educ. Assn. Proc. 1912, p. 1207-22) 
 
 Discussion by L. N. Hines, p. 1222-24. 
 
 Jenkins, W. H. New type of rural schoolhouse. Illus. (In Craftsman, 20:212-15, 
 May 1911) 
 
 Johnson, J. W. Right kind of a schoolhouse. Illus. (In Jour, of Ed., 77:464, April 
 24' 1913) 
 
 Judd, Z. Cultivating the school grounds in Wake co.. North Carolina. Illus. (In U. S. 
 
 Bureau of Ed. Bui. 28, p. 1-12, 1912) 
 Kansas. Public instruction department. School buildmgs, school grounds and their 
 
 improvement. Topeka, 191 1. Ii5p. Illus. plans. 
 
 Issued by E. T. Fairchild, state superintendent of public instruction. 
 
 Kentucky. Education department. School architecture. Frankfort, 1910. 87p. PI. 
 plans. (Bulletin, v. 3, no. 11, Sept. 1910) 
 
 Prepared by T. \V. Vinson. 
 
 Kenyon, Walter J. Interior decoration of schools. (In School Review, Nov. 1906, v. 14, 
 P- 625-34) 
 
 KiUiam, W. H. Hygienic construction of school houses from an architect's standpoint. 
 (In Jour, of Ed., 78:298-99, September 25, 1913) 
 
 Modern school-house; corridors and stairways. Illus. plans. (In Brick- 
 builder, 24:39-42, Feb. 1915; 24:93-98, April 1915; 24:3-8, Jan. 1915; 24:59-62, March 
 1915) 
 
 King, I. School garden, its educational and social value. Bibliography. (In his " Social 
 
 aspects of education," p. 129-43) 
 Lyster, Robert A. The school building. (In his School hygiene; 2d ed. 191 1. p. 1-103) 
 
 W. B. Clive, Lond. 3/6 
 McCaim, F. S. Standard details of heating and ventilating work. Diagrams, plans. 
 
 (In Metal Work, 81:31-33, 125-26, 234-35, 302-3, 363-64, 421-24, 494, 511, 606-7; 
 
 82:273-74, 460, 706-7; 83:149-50, 281-82, Jan. 2, 16, Feb. 6, 20, March 6, 20, April 
 
 3-10, May I, Sept. 4, Oct. 2, Nov. 27, 1914; Jan. 22, Feb. 19, 1915) 
 Madison, Wis. High school. Illus. plan. (In Brickbuilder, 18:83, April 1909) 
 Maiden, Mass. C. A: Daniels school. Illus. plan. (In Brickbuilder, v. 17, 1908) 
 Martin, G: H. School hygiene in Massachusetts. 1909. Mass. state board of education. 
 
380 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Massachusetts. Three school houses. Illus. plan. (In Brickbuilder, 18:243-47, Dec. 
 
 1 909 ) 
 
 Maxwell, W: H. Economical use of school buildings. (In Nat. Educ. Assn. Proc. 
 1910, p. 326-36) 
 
 Metal Work ^magazine). Heating and ventilating a school house. Illus. plans. (In 
 Metal Work, 82:633-36. Nov. 13, 1914) 
 
 Michigan. Public instruction, department of. Lansing. Manual of school room equip- 
 ment, improvement and construction. 1914 
 
 ■ — School architecture. 1910. Michigan department of public instruction. 
 
 Lansing 
 
 Michigan University. Central generating systems for University of Michigan. Illus. 
 
 plans. (In Electrical World, 65:646-51, March 13, 1915) 
 Mills, Wilbur T. Innovations in school architecture. (In Nat. Educ. Assn. Proc. 
 
 1908, p. 1071-77) 
 
 Minnesota. Minnesota standard schools, fin Jour, of Ed., 81:40, Jan. 14, 1915) 
 Minnesota, department of public instruction. Heating and ventilation of small school 
 
 houses. 1908. Minn, dep't of public instruction, St Paul 
 New school buildings. 1910. S. A. Challman, main engineering building, 
 
 University of Minn. Minneapolis 
 
 Modern school houses; being a series of authoritative articles on planning, sanitation, 
 heating and ventilation, by A. D. F. Hamlin, C. B. J. Snyder and others. 1910. 61 p. 
 Illus. pi. plans. N. Y. Swetland Pub. Co. $7.50 
 
 Moore, Joseph A. The school house; its heating and ventilation, [Bost. Pub. by the 
 author], 1905. 204p. 
 
 .Author inspector of public buildings in Massachusetts for many years. 
 
 Morrison, Gilbert B. School architecture and hygiene. N. Y. Amer. Bk. Co. 1910. 
 56p. (Monographs on education in the United States, ed. by N. M. Butler, 9.) Price 
 of each monograph 20c. 
 
 Bibliography of schoolhouse architecture and sanitation, p. 53-56. 
 
 New Castle, Pa. High school. Illus. plan. (In Architecture, v. 51, April 1908) 
 
 New York. New York chapter on school house heating and ventilation. Plan. (In 
 
 Heating and Ventilating Mag., 11:48-50, April 1914) 
 New York City. St Agatha school. Illus. plan. (In Brickbuilder, v. 17, Nov. 1908) 
 
 Stuyvesant high school. Illus. plan. (In Architecture, v. 51, Jan. 1908) 
 
 Washington Irving high school. Illus. (In Architecture and Building, 
 
 45:190-93, May 1913) 
 
 Newark, N. J. Central commercial and manual training high school. Illus. plan. (In 
 Architecture and Building, 44:451-56, Nov.1912; Brickbuilder, 21 : 21 2-1 5, August 1912) 
 
 Cleveland school. Illus. plan. (In Brickbuilder, v. 22, April 1913) 
 
 Heating and ventilating equipment of the Newark normal school. Illus. 
 
 plans. (In Heating and Ventilating Mag., 10:21-26, May 1913) 
 
 Normal school. Illus. plans. (In Architecture and Building, 45:368-71, 
 
 Sept. 1913; Brickbuilder, 22:162-65, J^^Y ^9^3) 
 
 Ridge school. Illus. plans. (In Brickbuilder, v. 22: Sept. 1913) 
 
 Newsholme, A. School hygiene. Heath 75c, pap. 25c 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 381 
 
 Nida, W: L. Lighting of school rooms. Illus. (In Good Housekeeping, 51:263-67, 
 Sept. 1910) 
 
 Save the children's eyes. (In Good Housekeeping, 53:365-68, Sept. 191 1) 
 
 North Carolina. Public instruction, dep't of. Raleigh. Plans for public school houses; 
 
 school grounds and suggestions for the improvement of school property. 3d. ed. 1914 
 Olsen, J. W. Rural school architecture. (In Nat. Educ. Assn. Proc. 1906, p. 141-48) 
 Ontario. Education dep't. Plans for rural school buildings with estimates of cost and 
 
 forms of specifications and agreements. Toronto, L. K. Cameron 1909. Ii9p. Illus 
 
 plans 
 
 Chiefly plans. 
 
 Orr, C: School gardening as conducted in Cleveland schools. (In Nat. Educ. Assn. 
 
 Proc. 1908, p. 1209-13) 
 Osborn, H. B. Improvement of rural school grounds and interiors. Illus. (In Education, 
 
 35:555-59) 
 
 Palliser & Co. Common-sense school architecture. Ogilvie. $1 
 
 Pan-American Union. School architecture. Illus. (In Pan-Amer. Union. Bui. 40, 
 
 p. 531-34' April 1915) 
 Parker, J. M. Improved school grounds. (In Outlook, 72:218) 
 Parker, W. H. School buildings. 191 2. Whitaker & Ray-Wiggin Co. 
 Parsons, C. H. Relation of state legislation to modern school building. (In Nat. Educ. 
 Assn. Proc. 1901, p. 815-20) 
 
 School house architecture. (In Nat. Educ. Assn. Proc. 1900, p. 610-18) 
 
 Parsons, Samuel. Landscape surroundings for academic buildings. (In American Archi- 
 tect, Oct. 20, 191 5) 
 
 Patton, N. S. Present day tendencies of school architecture. (In Nat. Educ. Assn. 
 Proc. 191 1, p. 1009-14) 
 
 Porter, C: School hygiene and the laws of health. Longmans. 1906. ^1.25 
 
 Poughkeepsie, N. Y. Vassar college. Auditorium building. Illus. plans. (In Brick- 
 builder, V. 22, Nov. 1913) 
 
 Pittsburgh, Pa. Watt school. Independent air ducts m school work: mechanical equip- 
 ment of the Watt school, Pittsburgh, Pa. Diagrams, plans. (In Heating and Ventilating 
 Mag., 11:17-25, April 1914) 
 
 Reese, C. Chicago's school buildings. Illus. (In Good Housekeeping, 50:208-15, 
 Feb. 1910) 
 
 Cincinnati schools. Illus. (In Good Housekeeping, 50:610-15, May 1910) 
 
 St Louis school buildings. Illus. (In Good Housekeeping, 50:485-93, 
 
 April 1910) 
 
 Rice, Mrs I. L. Quiet zones for schools. (In Forum, 46:731-42, Dec. 191 1) 
 Roorbach, E. J. Practical school system of Los Angeles. Illus. (In Craftsman, 22:640-49, 
 Sept. 1912) 
 
 Rowe, Stuart H. The lighting of school rooms: a manual for school boards, architects, 
 superintendents and teachers. N. Y. Longmans, 1904. 94p. $1 n 
 Bibliography, p. 87-89. 
 
 Ryan, W. C. jr. School hygiene: a report of the fourth international congress of school 
 
 hygiene. Pap. 1913. U. S. Bureau of Ed. 
 St Louis school buildings. Illus. (In Architectural Record, 23:136-53, Feb. 1908) 
 
382 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 St Louis, Mo. Washington university. Washington University. Illus. plans. (In 
 
 Architectural Record, 37:64-75, Jan. 191 5) 
 San Diego, Cal. Francis W. Parker open-air school of San Diego; views and plan. 
 
 (In Architectural Record, 37:88-90, Jan. 191 5) 
 San Francisco, Cal. Girls' high school. Illus. plan. (In Brickbuilder, 21:273-76, 
 
 Oct. 1912) 
 School Review. June 1903. 
 
 This issue is devoted to school architecture, and contains the following articles: 
 Evolution of the little red school house, by Walter Sargent, p. 435-55 
 High school architecture in the city of New York, by G. W. Wharton, p. 456-85 
 New era in the public school of St Louis, by C. M. Woodward, p. 486-94 
 New building of the Syracuse high school, by W. K. Wickes. p. 495-508 
 Modern high school building, by W. E. Hatch, p. 509-20 
 Shaw, Edward R. School hygiene. N. Y. Macmillan, 1901, 191 1. 260 p. pi. diagram, 
 plans. (Teachers' professional library.) Bibliography, p. 253-55 
 Chapters on school hiiilding, grounds, equipment, sanitation and ventilation. 
 
 Shepherd, J. W. Experiments on the ventilation of a school room; review of the work 
 and future plans of the Chicago ventilation commission, fin Heating & Ventilating 
 Mag., 10:24-32, Dec. 1913) 
 
 Simpson, J: T. Concrete school houses vs. firetraps. 191 1. Amer. Portland Cement Co. 
 
 Skinner, C. R. Surroundings of rural schools. (In Nat. Educ. Assn. Proc. 1903, 
 p. 89^6) 
 
 Snyder, C. B. J. Needed legislation in school architecture. (In Nat. Educ. Assn. Proc. 
 
 1905, p. 843-49) 
 
 Discussion by J. A. Hartpence, p. 849-51. 
 
 Spencer, J. W. Improvement of school grounds. (In Chautauquan, 34:424) 
 
 Squires, F. New development of the hollow square in school house planning. Illus. plans. 
 
 (In Architecture and Building, 43:361-71, Sept. 1913) 
 Standish, Myles. The artificial illumination of school rooms. (In Ophthalmology, Oct. 
 
 1908, 5 : i-i i) 
 
 Stebbins, C. A. Potentiality of the school garden. (In Nat. Educ. Assn. Proc. 191 1, 
 P- 1131-37) 
 
 Sturgis, R. C. Problems in school planning. (In Brickbuilder, 20:99-102, May 191 1) 
 
 Watertown, Mass. Perkins institute and Massachusetts school for the blind. 
 
 Illus. plans. (In Brickbuilder, 22:154-58, July 1913) 
 
 Todd, J: B. Fresh air in school rooms: cloth window screens that let in filtered air without 
 drafts. Diagram. (In Scientific Amer. Supplement, 77:118-19, Feb. 21, 1914) 
 
 Trenton, N. J. School of industrial arts. Illus. plans. (In Brickbuilder, v. 20, July 191 1) 
 
 Trumbauer, Horace, Architect. Seaside branch of Widener memorial school, Longport, 
 N. J., views and plans. (In Brickbuilder, v. 23, pi. 49-51, April 1914) 
 
 United States Bureau of Education. Sanitary school houses: legal requirements in Indiana 
 and Ohio. Pap. 1913. U. S. Bureau of Ed. 
 
 United States School House Commission. Report upon a general plan for the consoli- 
 dation of public schools in the District of Columbia. Wash. Gov't Print. Office. 1908. 
 Sop. pi. plans. U. S. 60th Congress, ist session. Senate document 338 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 383 
 
 Van Pelt, J: R. Architecture of open air schools. (In Heating & Ventilating Mag., 
 
 10:41-42, September 1913) 
 Waggoner, E. A. Los Angeles school gardens. (In Jour, of Ed., 81 : 214-16, Feb. 25, 191 5) 
 Washington, D. C. H: D. Cooke school. Illus. plan. (In Brickbuilder, 18:235, Nov. 
 
 1909) 
 
 Wheelwright, E. M. American buildings. Illus. plan. (In Brickbuilder, 6:244-47) 
 
 Edmund March. School architecture. Bost. Rogers & Manson, 1902. 
 
 324P. Illus. 
 
 Whipple, G. M. Questions in school hygiene. 1909. Bardeen 60c 
 
 Wight, P. B. Public school architecture at Chicago. Illus. (In Architectural Record, 
 
 27:494-512, June 1910) 
 Winslow, C. E. A. School ventilation in New York City. (In Heating & Ventilating 
 
 Mag., 10:20-28, Sept. 1913) 
 Wisconsin. Education department. The school beautiful, by Maud Barnett. Madison, 
 Democrat Printing Co. 94p. Illus. plans, 1907 
 
 Minute and practical suggestions and directions for securing more attractive and healthful school build- 
 ings and grounds. Plans and pictures. 
 
 Issued by C. F. Cary, state superintendent. 
 Wood, T: D. Health problems in education. (In U. S. Bureau of Ed. Current edu- 
 cational topics, no. 3.) Pap. 1912. U. S. Bureau of Ed., 5c. Sup't of documents 
 
IMPROVEMENT OF SCHOOL GROUNDS. 
 
 The following letter was issued for a twofold purpose: (i) to direct 
 the attention of school officials to the importance of initiating a well- 
 conceived plan for the systematic improvement and adornment of school 
 grounds, and (2) to outline a method whereby the desired end could be 
 readily achieved. 
 
 April I, 1916 
 
 To Principals and Superintendents: 
 
 I am pleased to find that you are interested in the improvement of school grounds, 
 for it is unquestionably a matter of importance both to the school and to the home. Inas- 
 much as children are required to attend school, they are not only entitled to be housed 
 in a building that is comfortable and sanitary but also to be placed in an environment 
 that will be pleasant, helpful and uplifting. Every community has a duty to perform 
 in this direction, and it should take interest and pride in the doing of it. 
 
 We are this year initiating a movement for the general improvement of school grounds 
 throughout the State. We are particularly anxious just now to locate the districts where 
 conditions are most favorable for this work and to cooperate with them in the endeavor 
 to make their grounds worthy object lessons to all surrounding districts. We have a 
 number of cases in process of development, and within a short time confidently expect 
 to have such undertakings under way in every section of the State. 
 
 The first step is to have some competent person prepare a suitable and pleasing design 
 for the general, systematic betterment and beautifying of the grounds. It is often, if 
 not commonly, impracticable and undesirable for a school to make all needed improve- 
 ments at one time, but it is of utmost importance to have a definite and comprehensive 
 plan so that when completed, the grounds will be pleasing and symmetrical in general 
 appearance and effect. A school should carry out at least a part of the plan each year, 
 but only so much of it as can be well done and properly cared for. 
 
 Inasmuch as many if not most schools will be unable, at least at the outset, to employ 
 the services of professional landscape architects, arrangements have been made to aid schools 
 that present an application for such assistance. The State College of Agriculture at Cor- 
 nell University and the State College of Forestry at Syracuse University have both evi- 
 denced deep interest in this work heretofore and have already done much to educate public 
 sentiment. These state institutions have given us full assurance of their cooperation in 
 the present undertaking, and we are fortunate in being able to rely upon them tor this 
 much-needed assistance. 
 
 You will greatly assist us by giving a general description of the grounds and by stating 
 the amount of money, if any, that can be assured for field work. If no money is available 
 for this purpose, such assistance as may be possible will be freely given through correspond- 
 ence, suggestive sketches and other aids. Where personal visitation is sought, it will be 
 the aim to group cases in such a way as to reduce expenses to a minimum. 
 
 3S4 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 In either case, application for assistance should be made to the State Education 
 Department through city, village or district superintendents of schools, as the case may be. 
 This Department will supply the necessary information and material for making the pre- 
 liminary sketches and will in general look after the preliminary work. When the cases 
 are sufficiently developed, plans for laying out the grounds and for plantings will be pre- 
 pared in accordance with such arrangements as may be made and when completed will 
 be returned through this Department to the local school authorities. By proceeding in 
 this way, the Department will be able to follow up these cases and use its good offices in 
 seeing that the improvements are intelligently and effectively carried out, and that the 
 grounds subsequently are properly cared for. 
 
 Doubtless many schools can be well served by home nurseries and dealers, but for the 
 benefit of others, it is gratifying to announce that the State College of Forestry, Syracuse, 
 will furnish to the schools, trees and shrubs at actual cost of production, plus transportation.^ 
 
 The following publications will be found helpful and may be had upon application: 
 The Home Grounds, by E. G. Davis and R. W. Curtis. College of Agricul- 
 ture, Cornell University. 
 Systematic Street Tree Planting, by H. R. Francis. College of Forestry, Syra- 
 cuse University. 
 
 School Buildings and Grounds. The University of the State of New York. 
 Arbor Day Manual, 1913. Ornamental Trees and Shrubs. The University of 
 
 the State of New York. 
 Tree Planting on Rural School Grounds 
 Lawn Soils and Lawns 
 The School Garden 
 Annual Flowering Plants 
 
 Department of Agriculture, Washington, D. C. 
 
 Slides and hand photographs of school grounds, includinc^ lawns, playgrounds and 
 school gardens, will be furnished by the Visual Instruction Division. 
 
 Do not hesitate to call upon the Department for any service it can render. It will 
 be a pleasure to assist you in every possible way. If difficulties confront you, let us share 
 them with you. 
 
 Very truly yours 
 
 Frank H. Wood 
 
 List of Ornamental Stock in Experiment Station Nurseries 
 
 Prepared by the New York State College of Forestry, Syracuse 
 
 TREES Fraxinus americana — • White ash 
 
 Acer platanoides — Norway maple Fraxinus pennsylvanica — ■ Green ash 
 
 Acer saccharum — Sugar maple Morus alba — White mulberry 
 
 Be tula alba pendula — White P I atanus americana — American plane 
 
 birch tree 
 
 Crataegus oxyacantha — English haw- Platanus orientalis — Oriental plane 
 
 thorn tree 
 
 1 See subjoined list. 
 
 t 
 
386 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 bird 
 
 Prunus padus — European 
 cherry 
 
 Prunus triloba — Flowering almond 
 Pyrus angustifolia 
 Quercus coccinea — Scarlet oak 
 Quercus rubra — • Red oak 
 Picea excelsa — Norway spruce 
 Pinus strobus — White pine 
 Pinus sylvestris — Scotch pine 
 Retinospora plumosa — Japanese cy- 
 press 
 
 Kerria japonica — Globe flower 
 Lonicera tartarica — Honeysuckle 
 bush 
 
 Rhamnus catharticus — Buckthorn 
 Rosa rugosa alba — White Japanese 
 rose 
 
 Rosa rugosa rubra — Red Japanese 
 rose 
 
 Spirea bumalda var. Anthony Waterer 
 Symphoricarpus vulgaris — Coral 
 berry 
 
 Thuja occidentalis sib eric a — Arbor Spirea van Houttei — Wan Houtte's 
 
 lUJ 
 
 vitae or white cedar 
 Tsuga canadensis — Hemlock 
 
 VINES 
 
 Parthenosiesus engelmanii 
 
 Ampelopsis quinquefolia — Five- 
 leaved ivy or Virginia^creeper or 
 woodbine 
 
 Ampelopsis veitchii ■ — Boston or Jap- 
 anese ivy 
 
 Celastrus scandens — Climbing bit- 
 tersweet 
 Evonymus radicans 
 Lonicera halleana 
 Wistaria (American purple) 
 
 SHRUBS 
 
 Aralia pentaphylla — Five-leaved 
 aralia 
 
 Berberis thunbergii — Japanese bar- 
 berry 
 
 Berberis vulgaris — Common barberry 
 Cornus alba var. siberica — Siberian 
 dogwood 
 
 Deutzia lemoinei 
 
 Diervilla rosea — Rose-colored wei- 
 gela 
 
 Forsythia intermedia — Golden bell 
 
 spirea 
 
 Symphoricarpus racemosus — Snow- 
 berry 
 
 Syringa vulgaris var. Marie LeGraye 
 
 — Common lilac 
 Viburnum dentatum — Arrowwood 
 
 HERBACEOUS PERENNIALS 
 
 Peonies 
 
 Festiva Viaxima 
 Officinalis rubra 
 Dutchess nemeur 
 
 Phlox 
 
 Wm Robinson 
 Jean U Arc 
 Richard W allace 
 Selina 
 
 Stoke sia cynanea — Stoke's blue 
 
 aster 
 Boltonia asteroides 
 Iris germanica — German iris 
 Dicentra spectabilis — Bleeding 
 heart 
 
 Digitalis purpurea alba — White 
 foxglove 
 
 Coreopsis lanceolata var. grandi- 
 flora 
 
 Clumps hollyhocks 
 
SCHOOL BUILDINGS AND GROUNDS 387 
 
 Prepared by Afr E. A. Richardson 
 
 Many have doubtless observed the extensive use which has been made 
 of native shrubs on the attractive grounds surrounding the stations along 
 the line of the Boston and Albany Railroad. Mr E. A. Richardson, land- 
 scape engineer, of Newtonville, Mass., to whom credit is to be given for 
 carrying out this idea, has kindly furnished the following list of native 
 shrubs of which he has made extensive use. 
 
 Some suggestive comments are included in connection with individual 
 shrubs on the list, and an interesting and instructive extract from one of 
 Mr Richardson's letters is also given. 
 
 Shrubs preceded by i are those that are hardy and can with ordinary care be grown 
 anywhere in our latitude. 
 
 Shrubs preceded by 2 are not so hardy but with special care succeed in most soils in 
 our latitude. 
 
 Those preceded by 3 call for some special condition or treatment. 
 
 I Mariana {Andromeda) Lyonia and 
 
 L. ligustrina Stagger bush 
 
 I Acer spicatum Mountain maple 
 
 I Acer pennsylvanicum Striped maple 
 
 (I have seen both of these do well in cold situations) 
 
 I Alniis iyicana (In all soils) Alder 
 
 1 Amelanchier canadense Shad bush 
 
 (Rich deep soil, fairly well in poorer soils) 
 
 2 Aralia spinosa Hercules club 
 
 (Have not seen this in exposed, cold situations) 
 
 1 Berheris vulgaris Common barberry 
 
 (Does its best in deep soils, often in stony soils) 
 
 2 Cercis cafiadensis Judas tree: redbud 
 
 (Should not plant in very cold, exposed situations) 
 2 Clethra alnifolia Sweet pepperbush 
 
 (Have not seen this far away from sea shore) 
 I Crataegus phaenopyrum {C. cordata) Washington thorn 
 I Crataegus crus-galli Cockspur thorn 
 
 (Both fairly good soils) 
 I Cornus paniculata Grey cornel 
 
 (In most soils and situations) 
 I Cornus stolonifera Red osier 
 
 (Does full as well in moist, not wet soils) 
 I Cornus amommum (C. sericea) Silky cornel 
 
 (In ordinary soils) 
 
388 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 I Cornus florida Flowering dogwood 
 
 (Especially well on edges of woods) 
 I Cornus aliernifolia ' Alternate leaved cornel 
 
 (On edges of woods) 
 I Corylus americana Hazelnut 
 
 (On ordinary soils) 
 I Dervilla lonicera {D. trifida) Bush honeysuckle 
 
 (Fairly well on poor soils) 
 I Leucothoe catesbaei 
 
 (Needs good soil) 
 I Rhododendron arborescens {Azalea) Smooth azalea 
 I Rhododendron viscosum {Azalea) Clammy-white swamp honeysuckle 
 
 1 Rhododendron nudiflorum {Azalea) Pinxter flower 
 
 2 Rhododendron calendulaceum{Azalea) Flame-colored azalea 
 
 (Deep moist soils. All these will do better if bedded down in fall with leaves one 
 foot deep and leaves left on the following season) 
 I Lycium vulgare Matrimony vine 
 
 (Will do fairly well in poor soils) 
 I Ligustrum vulgare Common privet 
 
 (The best of privets to stand poor treatment) 
 I Myrica cerifera Bayberry, wax-myrtle 
 
 (Does fairly well on poor soil) 
 I Myrica gale Sweet gale 
 
 (Likes to be near the water) 
 
 1 Prunus pumila Dwarf cherry 
 
 (Does well in rocky soils also in good soils) 
 
 2 Prunus maritima Beach plum 
 
 (At home near the sea; does well elsewhere) 
 I Rosa lucida Glossy rose 
 
 Rosa setigera Prairie rose; Michigan rose 
 
 (Do not know how far north it will do well) 
 I Rosa blanda 
 
 I Rosa Carolina Swamp rose 
 
 (Roses need good soil in order to bloom well. Have seen them do fairly well in poorer 
 soils) 
 
 1 Rosa nitida Northeastern rose 
 
 2 Physocarpus opidifolius {Spiraea) Ninebark 
 
 I Spirea tornentosa Hardback; steeplebush 
 
 1 Spirea salicifolia Common meadowsweet 
 
 (Will do fairly well in poor but better in good soils) 
 
 2 Aruncus Sylvester {Spirea aruncus) Goats beard 
 
 (Should hesitate about planting too far north) 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 389 
 
 I Sorbus americana 
 (Fairly good soil) 
 I Samhucus canadensis 
 
 1 Samhucus racemosa (S. pubens) 
 
 (Moist soil for its best) 
 
 2 Rhus copallina 
 
 American mountain ash 
 
 Common elderberry 
 Red-berried elder 
 
 Dwarf sumac 
 
 Fragrant sumac (Arnold Arboretum 
 form) 
 
 (Does well in stony loam; not so well in light sandy soil) 
 
 I Rhus canadensis {R. aromatica) 
 
 I Rhus glabra 
 
 I Rhus typhina 
 (Likes good soil) 
 Pyrus arbutifolia 
 
 I Hamamelis virginica 
 
 (Does its best in moist places) 
 
 I Vaccinium corymbosum 
 (Does better in moist soils) 
 
 I Vaccinium pennsylvanicum 
 
 I Viburnum acerifolium 
 
 Smooth sumac 
 Staghorn sumac 
 
 Chokeberry 
 Witchhazel 
 
 High or swamp bush blueberry 
 Dwarf blueberry 
 
 Maple-leaved viburnum or dock- 
 mackie 
 
 (Does better on edges of woods) 
 I Viburnum dentatum Arrowwood 
 (Full as well in moist soil) 
 
 I Viburnum alnifolium ( V. lantanoides) Hobble-bush 
 (? how far north) 
 
 I Viburnum lentago Sheepberry 
 
 (Rich, deep soils) 
 I Viburnum cassinoides Withe-rod 
 
 (Seen it in all soils, better in deep, rich soils) 
 I Vibernum prunifolium Black haw 
 
 I Vibernum opulus Cranberry-tree 
 
 (Better in rich, deep, cool soil, facing north) 
 3 Kalmia latifolia Mountain laurel — calico bush 
 
 (Deep, rich moist soil for the best, as a rule does not like a lime soil) 
 I Kalmia augustifolia Sheep laurel 
 
 (Fairly well in dry pastures) 
 I Symphoricarpus racemosus Snowberry 
 
 (Fair soil) 
 
 I Symphoricarpus vulgaris Indian currant, coral berry 
 
 (Will exist in poor soils, but makes a fine showing in rich soils) 
 3 Zanthorhiza apiifolia Shrub yellow-root 
 
390 
 
 THE UNIVERSITY OF THE STATE OF NEW YORIC 
 
 Vines 
 
 3 Arctostaphylos uva-ursi Bearberry 
 
 (Does well in sandy loam, also in rocky loam) 
 3 Aristolochia sipho Dutchman's pipe 
 
 (Likes rich, deep, moist soil, does well facing north) 
 I Celastrus scandens Bittersweet 
 
 (Fairly well in poor soil, fruits fully as well as it does in richer soils) 
 3 Tecoma radicans Trumpet flower 
 
 (This is sometimes tender here; rich sandy loams) 
 I Psedera quinquefolia {Ampelopsis) Common woodbine 
 
 (Almost any soil) 
 
 3 Clematis virginiana Common Virgin's bower 
 
 (Full as well in moist, rich soils) 
 
 " I have seen most of the shrubs in all kinds of situations and in fairly cold places, say as low as 20 degrees 
 below zero, but most of our plantings are in places where the mercury does not go below lo degrees below and 
 does not stay there long. 
 
 " Many plants do well as far north as Montreal, Canada, that do not do well farther south because they do 
 not have the snow mantle that they get in Canada. Deep, well-enriched soils often make plants endure hard 
 winters where they otherwise would come through enfeebled. In my markings I have simply given what I have 
 seen. Temperatures from 20 below and lower, I have not had much experience with." 
 
 4 
 
SANITATION OF SCHOOL BUILDINGS 
 
 The following letter and accompanying questionnaire, sent to super- 
 intendents of schools throughout the State in January 19 16, are self- 
 explanatory: 
 
 To Superintendents of Schools: 
 
 There is no subject with which we have to deal that is of more vital moment or that 
 presents at once greater possibilities and greater difficulties than school sanitation or school 
 hygiene. We are all deeply interested and concerned in it and in all phases of it. Much 
 that is excellent in character is being constantly said and written about it, and much that 
 is not so praiseworthy. But theory, however good and sound in itself, needs to be inter- 
 preted and expressed in terms of much actual experience and under the testing processes 
 of varied everyday practice. 
 
 In the treatment of certain topics in sanitation in a school building publication that 
 is about to be issued, I need the results of the experience of many under varying condi- 
 tions, and I turn to the body of men peculiarly equipped to supply this information, with 
 the request that you kindly answer the accompanying set of questions, in order that the 
 information gained therefrom may be used in an entirely impersonal way for the benefit 
 of our schools and as a practical contribution for the guidance of those who are charged 
 with the responsibility of decision in the problems involved. 
 
 That this undertaking may prove of maximum value, let me express the hope that 
 every superintendent will make as prompt and complete a return as possible. I am 
 encouraged to present this blank to you in the belief that you will deem it a pleasure as 
 well as a duty to give invaluable information on such important administrative problems, 
 unobtainable through other sources. 
 
 Very truly yours 
 
 Frank H. Wood 
 
 School Buildings and Grounds — Special Features 
 
 / Heat and Ventilation 
 
 a What is the total number of school buildings under your jurisdiction? 
 
 b What is the total number in which there is a mechanical system of ventilation? 
 
 c Do you operate your fans during the entire year when school is in session? 
 
 If not, at what approximate date do you begin to do so? 
 
 Cease to do so? 
 
 d State any reasons that you may have for or against the use of mechanical ventila- 
 tion in warm weather, based upon your experience. 
 
 e If you have two buildings of similar cubage and construction, one with a gravity 
 system, the other with a mechanical, compare their yearly cost of maintenance and their 
 effectiveness as measured by results. 
 
 391 
 
392 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 / Do you test your buildings for humidity? 
 
 If so, what standard do you regard as desirable? 
 What percentage limits are you able to maintain? 
 
 g In how many of your buildings do you use thermostat regulation? 
 
 h What are your rules governing the use of a thermometer'as to 
 
 1 Temperature to be maintained? 
 
 2 Distance in feet above floor level? 
 
 3 Location in room? 
 
 i Add any essential information or helpful suggestions that you may have in mind 
 regarding heating and ventilating systems. 
 
 2 V acuum Cleaning 
 
 a To what extent, if any, have you made use of vacuum cleaning? 
 
 b Has it proved more satisfactory than the ordinary methods? 
 If so, in what respects? 
 
 c State any disadvantages that you may have experienced in its use. 
 
 d Describe the type of machine and installation used by you. 
 
 e Add any information or advice that would be likely to prove serviceable to those 
 without experience with vacuum cleaners. 
 
 5 Dust Layers 
 
 a Do you use floor oil ? 
 
 If so, with what do you have it applied? 
 How often ? 
 
 State what rule, if any, governs the quantity to be used. 
 
 b State any additional precautionary measures in the use of floor oil that you have 
 found it necessary to adopt. 
 
 c Do you find any reasonable ground for complaint resulting from the use of floor 
 oil after your method ? 
 
 d What dust-laying agencies have you used and with what results? 
 
 4. Janitor Service 
 
 a What is the minimum salary? 
 What is the maximum salary? 
 
 b What qualifications are prescribed? 
 
 c What measures are adopted to direct, supervise and instruct janitors in the per- 
 formance of their duties? 
 
 <f If a definite set of rules or directions is issued to janitors, please inclose a copy. 
 
 e Is your janitor service satisfactory? 
 
 If nor, state in what directions there are special difficulties. 
 
SCHOOL BUILDINGS AND GROUNDS 393 
 
 5 School Grounds 
 a What is the average size of your sites? 
 
 How many have playgrounds connected with them? 
 
 How many have playground equipment? 
 b How many of your sites have school gardens? 
 
 c How many have been laid out and beautified in accordance with the plan of a 
 landscape artist or engineer? 
 
 Superintendent of Schools 
 
 A summarization of replies follows: 
 
394 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
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SCHOOL BUILDINGS AND GROUNDS 
 
 395 
 
 SCHOOL BUILDING CONSTRUCTION FOR THE TEN-YEAR 
 PERIOD ENDING JULY 31, 1914 
 
 In 191 3-14 the number of new buildings constructed in rural districts 
 was three and one-half times the number constructed in 1904-5. The 
 number constructed in villages of less than 5000 was one and one-sixth 
 times the number constructed in 1904-5, and the number constructed in 
 villages of 5000 or more inhabitants and in cities of the third class was 
 one and three-fifths times the number constructed in 1904-5. 
 
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 one-half times the cost in 1904-5. The cost of new buildings in villages 
 of less than 5000 was two and seven-tenths times the cost in 1904-5, and 
 the cost in villages of 5000 or more inhabitants and in cities of the third 
 class was four and two-fifths times the cost in 1904-5. It will be seen that 
 the increase in cost of buildings for the years with which comparison is 
 made is relatively much greater than the increase in number of buildings. 
 
 The number and the aggregate cost of new buildings constructed in 
 cities of the first and second classes were materially gi eater in 1904-5 than 
 in any other year of the period. The fact that the building law which went 
 into effect that year did not include first and second class cities may account 
 in part at least for the relative increase in construction everywhere out- 
 side of the cities of these classes and lack of increase in construction in 
 these two classes. 
 
 A tabulation of the construction work of this period follows: 
 
396 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
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 •ON 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 Construction work in villages of less than 5000 population 
 
 409 
 
 Number 
 OF Buildings 
 
 Capacity 
 OF Buildings 
 
 Cost of Buildings 
 
 Total 
 
 New 
 
 Remodeled 
 
 Afton 
 
 Akron 
 
 Alden 
 
 Alfred 
 
 AUentown . 
 
 Andes. . . 
 Angelica . 
 Angola. . 
 Ardsley . . 
 Arkport . 
 
 Ausable Forks. 
 
 Babylon 
 
 Baldwin ...... 
 
 Baldwinsville . . 
 Ballston Spa . . 
 
 Barker , . . . 
 
 Bath 
 
 Bay Shore . 
 
 Belfast 
 
 Berlin 
 
 Big Flats . 
 Blasdell . . 
 Bolivar . . . 
 Boonville . 
 Brewster . 
 
 Briarcliff Manor. 
 Bridgeharapton . . 
 
 Broadalbin 
 
 Brockport 
 
 Brocton 
 
 Bronxville . 
 Brookfield . 
 Brown ville . 
 Buchanan . 
 Cambridge . 
 
 Camillus . . . 
 Canaseraga . 
 Canastota. . 
 
 Candor 
 
 Canisteo. . . . 
 
 Canton 
 
 Cape Vincent . 
 
 Carmel 
 
 Carthage 
 
 Castile 
 
 Central Islip . . 
 
 Charlotte 
 
 Cherry Valley. 
 
 Chester 
 
 Chestertown . . 
 
 Church ville . 
 Clayton . . . . 
 Clifton Spa . 
 
 Clinton 
 
 Cobleskill . . . 
 
 Cooperstown. 
 Copenhagen . . 
 
 Corfu 
 
 Corinth 
 
 Cornwall .... 
 
 Croton-on-Hudson . 
 
 Cuba 
 
 Darmemora 
 
 Dansville 
 
 Davenport 
 
 729 
 677 
 828 
 7S9 
 
 414 
 I 056 
 892 
 537 
 562 
 
 2 600 
 
 3 099 
 
 4 138 
 
 441 
 
 804 
 
 849 
 I 318 
 I 794 
 I 296 
 
 950 
 
 3 579 
 I 181 
 
 I 863 
 395 
 854 
 
 1 528 
 
 763 
 754 
 3 247 
 737 
 
 2 2S9i 
 
 2 701 
 I 155 
 
 3 563 
 I 040 
 
 I 938 
 
 792 
 
 I 210 
 
 
 565 
 
 I 
 
 941 
 
 I 
 
 600 
 
 I 
 
 236 
 
 2 
 
 088 
 
 2 
 
 484 
 
 
 58s 
 
 
 413 
 
 2 
 
 166 
 
 2 
 
 658 
 
 I 
 
 806 
 
 I 
 
 SS6 
 
 I 
 
 146 
 
 3 
 
 938 
 
 210 
 150 
 300 
 250 
 230 
 
 200 
 280 
 475 
 880 
 200 
 
 360 
 320 
 360 
 200 
 400 
 
 400 
 525 
 200 
 
 375 
 215 
 
 100 
 
 340 
 
 500 
 
 425 
 
 400 
 
 250 
 140 
 
 80 
 320 
 125 
 
 439 
 200 
 130 
 250 
 70 
 
 500 
 226 
 412 
 350 
 360 
 
 250 
 100 
 210 
 ISO 
 250 
 
 250 
 200 
 225 
 420 
 125 
 
 250 
 
 500 
 100 
 500 
 400 
 
 650 
 150 
 60 
 400 
 500 
 
 300 
 
 375 
 200 
 
 400 
 
 100 
 
 210 
 ISO 
 300 
 250 
 230 
 
 280 
 175 
 
 880 
 
 200 
 
 360 
 320 
 360 
 
 400 
 400 
 
 500 
 42s 
 
 250 
 140 
 
 250 
 200 
 130 
 250 
 
 SOO 
 226 
 
 350 
 360 
 
 ISO 
 
 250 
 250 
 
 200 
 225 
 420 
 125 
 
 400 
 
 650 
 150 
 
 400 
 500 
 
 300 
 
 375 
 
 200 
 
 200 
 300 
 
 525 
 200 
 
 215 
 340 
 400 
 
 80 
 125 
 
 180 
 
 100 
 2X0 
 
 250 
 500 
 100 
 500 
 
 60 
 
 400 
 
 $25 000 
 
 9 000 
 
 24 500 
 
 19 000 
 12 000 
 
 S 000 
 
 21 000 
 
 44 000 
 
 76 000 
 
 15 000 
 
 20 000 
 40 000 
 38 000 
 
 10 000 
 
 30 860 
 55 000 
 
 12 000 
 17 000 
 40 000 
 14 000 
 
 8 000 
 35 000 
 
 25 000 
 52 000 
 
 8 000 
 
 50 000 
 12 000 
 
 2 500 
 20 000 
 12 000 
 
 71 000 
 
 7 000 
 20 000 
 
 26 000 
 20 000 
 
 40 000 
 12 000 
 
 28 613 
 
 30 000 
 30 000 
 
 40 000 
 
 3 000 
 
 8 000 
 
 28 000 
 
 25 000 
 
 20 600 
 
 26 500 
 
 33 000 
 35 000 
 
 7 000 
 
 8 000 
 
 34 000 
 
 12 000 
 
 11 500 
 
 80 000 
 
 80 000 
 17 000 
 
 4 000 
 30 000 
 30 000 
 
 97 000 
 40 000 
 20 000 
 
 37 000 
 4 000 
 
 $25 000 
 9 000 
 
 24 500 
 
 19 000 
 12 000 
 
 21 000 
 
 39 000 
 
 76 000 
 15 000 
 
 20 000 
 
 40 000 
 38 000 
 
 30 
 
 860 
 
 55 
 
 000 
 
 
 40 
 
 000 
 
 8 000 
 
 
 
 25 
 
 000 
 
 52 
 
 000 
 
 50 
 
 000 
 
 12 
 
 000 
 
 20 
 
 000 
 
 45 
 
 000 
 
 7 
 
 000 
 
 20 
 
 000 
 
 26 
 
 000 
 
 40 
 
 000 
 
 12 
 
 000 
 
 30 
 
 000 
 
 30 
 
 000 
 
 40 
 
 000 
 
 
 28 
 
 000 
 
 25 
 
 000 
 
 20 
 
 600 
 
 26 
 
 500 
 
 33 
 
 000 
 
 35 
 
 000 
 
 7 
 
 000 
 
 
 
 
 80 
 
 000 
 
 80 
 
 000 
 
 17 
 
 000 
 
 30 
 
 000 
 
 30 
 
 000 
 
 97 
 
 000 
 
 40 
 
 000 
 
 20 
 
 000 
 
 4 
 
 000 
 
 $5 000 
 5 400 
 
 12 000 
 17 000 
 
 14 000 
 35 000 
 8 000 
 
 2 500 
 12 000 
 26 000 
 
 28 613 
 
 3 000 
 
 8 000 
 
 8 000 
 34 000 
 12 000 
 II 500 
 
 4 000 
 
 37 000 
 
4IO THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Construction work in villages of less than 5000 population — (Continued) 
 
 
 Population 
 
 Number 
 OF Buildings 
 
 Capacity 
 OF Buildings 
 
 Cost of Buildings 
 
 (2 
 
 z 
 
 "S 
 
 •0 
 
 B 
 
 "3 
 
 
 H 
 
 i 
 u 
 Z 
 
 •a 
 
 "3 
 •a 
 
 i 
 
 Total 
 
 New 
 
 Remodeled 
 
 
 
 I 
 4 
 
 I 
 
 2 
 
 
 300 
 I 120 
 ISO 
 480 
 ISO 
 
 320 
 240 
 250 
 300 
 300 
 
 160 
 60 
 720 
 120 
 ISO 
 
 ISO 
 
 240 
 300 
 190 
 780 
 
 200 
 ISO 
 175 
 175 
 250 
 
 3S0 
 150 
 
 120 
 183 
 
 ISO 
 
 60 
 
 400 
 
 300 
 
 100 
 ISO 
 
 300 
 
 200 
 340 
 670 
 2S0 
 
 500 
 200 
 600 
 200 
 90 
 
 800 
 150 
 
 300 
 100 
 
 600 
 
 300 
 125 
 680 
 220 
 ISO 
 
 240 
 320 
 80 
 100 
 200 
 
 289 
 200 
 I2S 
 250 
 200 
 
 300 
 800 
 ISO 
 
 480 
 
 
 II 000 
 142 915 
 IS 000 
 SO 000 
 5 000 
 
 15 182 
 
 7 250 
 26 SOO 
 30 000 
 
 25 000 
 
 17 500 
 
 3 500 
 47 000 
 9 900 
 
 20 360 
 
 8 000 
 
 10 000 
 
 9 000 
 
 11 800 
 
 6s 000 
 
 7 839 
 
 14 000 
 
 12 000 
 12 000 
 
 26 000 
 
 35 OOJ 
 
 12 000 
 
 7 000 
 3 500 
 
 5 000 
 
 3 SOO 
 45 000 
 
 21 000 
 
 4 000 
 
 6 700 
 
 13 500 
 
 16 SOO 
 60 000 
 93 000 
 56 000 
 
 103 000 
 
 6 dbo 
 
 60 000 
 20 000 
 I SOO 
 
 53 000 
 
 15 000 
 
 20 000 
 
 5 000 
 
 81 000 
 
 14 000 
 I SOO 
 
 55 000 
 
 15 650 
 
 6 SOO 
 
 30 000 
 
 18 000 
 
 4 000 
 10 000 
 
 5 000 
 18 000 
 
 17 000 
 
 13 000 
 
 22 000 
 
 8 000 
 
 II 000 
 136 08s 
 
 15 000 
 
 so 000 
 
 
 Depcw 
 
 3 921 
 538 
 3 455 
 2 685 
 
 2 
 
 320 
 
 6 830 
 
 DeRuyter 
 
 Dobbs Ferry 
 
 
 
 
 Dolgeville 
 
 I 
 
 I 
 
 ISO 
 160 
 
 S 000 
 5 470 
 
 
 
 160 
 
 240 
 250 
 
 300 
 
 300 
 160 
 
 9 712 
 7 250 
 26 500 
 30 000 
 25 000 
 
 17 500 
 
 Downsville 
 
 
 Dryden 
 
 709 
 874 
 
 
 
 
 Earlville 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 60 
 
 3 SOO 
 
 East Rochester 
 
 2 398 
 
 
 720 
 
 120 
 
 150 
 
 ISO 
 240 
 
 47 000 
 9 900 
 
 20 360 
 
 8 000 
 
 10 000 
 
 
 
 
 
 East Syracuse 
 
 3 274 
 
 
 
 
 East Worcester 
 
 
 
 
 
 
 
 
 
 Eden 
 
 
 I 
 I 
 I 
 
 300 
 
 9 000 
 
 
 
 
 190 
 700 
 
 II 800 
 
 60 000 
 
 EUenville 
 
 3 114 
 985 
 
 80 
 200 
 
 5 000 
 7 839 
 
 Ellicottville 
 
 
 
 150 
 
 175 
 I7S 
 250 
 
 350 
 150 
 
 120 
 
 14 000 
 12 000 
 
 35 000 
 
 12 000 
 7 000 
 
 Elmira Heights 
 
 2 732 
 
 
 
 
 
 
 
 
 Falconer 
 
 2 141 
 I 567 
 
 
 
 
 Farmingdale 
 
 
 
 
 Felts Mills 
 
 
 
 
 
 507 
 436 
 3 762 
 
 2 762 
 
 3 303 
 I 568 
 
 
 
 
 
 I 
 I 
 
 I 
 I 
 
 183 
 
 ISO 
 
 60 
 400 
 
 3 SOO 
 5 000 
 
 3 500 
 45 000 
 
 
 
 
 
 Fort Plain 
 
 
 
 
 Frankfort 
 
 
 
 
 
 
 300 
 100 
 150 
 
 4 000 
 6 700 
 
 
 
 
 
 
 327 
 455 
 
 
 
 
 
 I 
 
 300 
 
 13 500 
 
 
 I 
 
 \ 
 
 \ 
 
 200 
 340 
 3S0 
 250 
 
 500 
 200 
 600 
 200 
 
 16 500 
 60 000 
 
 85 000 
 
 56 000 
 
 103 000 
 6 000 
 60 000 
 
 20 000 
 
 
 3 081 
 
 4 128 
 3 920 
 
 
 
 
 
 I 
 
 320 
 
 8 000 
 
 
 
 
 
 
 
 
 
 
 
 Greenwich 
 
 2 314 
 
 
 
 
 Griffin Corners 
 
 
 
 
 Hailesboro 
 
 
 I 
 
 I 
 
 90 
 800 
 
 I 500 
 
 S3 000 
 
 
 2 134 
 404 
 I 254 
 
 330 
 
 
 
 
 Hammond 
 
 
 ISO 
 
 15 000 
 
 Hammondsport 
 
 I 
 
 300 
 
 20 000 
 
 Hannibal 
 
 
 100 
 600 
 
 300 
 
 5 000 
 81 000 
 
 14 000 
 
 
 
 
 
 Harrisvillc 
 
 921 
 
 
 
 
 Hartford 
 
 
 I2S 
 
 I SOO 
 
 Hastings 
 
 4 552 
 
 
 680 
 220 
 
 55 000 
 15 650 
 
 Hemlock 
 
 
 
 
 Heuvelton 
 
 529 
 
 I 
 
 ISO 
 
 6 SOO 
 
 
 
 240 
 320 
 
 30 000 
 
 18 000 
 
 
 
 
 
 
 Hilton 
 
 627 
 
 I 
 
 80 
 
 4 000 
 
 Hindsdale 
 
 I 
 
 100 
 
 10 000 
 
 Holland 
 
 
 I 
 
 I 
 I 
 
 200 
 
 289 
 200 
 
 5 000 
 18 ooo 
 
 17 000 
 
 Holley 
 
 1 679 
 
 2 69s 
 
 
 
 
 Homer 
 
 
 
 
 
 I 
 
 I 
 
 I 25 
 250 
 
 13 000 
 22 000 
 
 Horsehcads 
 
 I 778 
 
 
 
 
 Hyde Park 
 
 I 
 
 200 
 
 8 000 
 
SCHOOL BUILDINGS AND GROUNDS 4I I 
 
 Construction work in villages of less than 5000 population — {Continued) 
 
 Number 
 OF Buildings 
 
 Capacity 
 OF Buildings 
 
 Cost of Buildings 
 
 Total 
 
 New 
 
 Remodeled 
 
 Indian Lake . 
 Irvington. . . 
 Katonah . . . . 
 
 Kendall 
 
 Kenmore ... 
 
 Kenwood .... 
 Leonardsville . 
 Lewiston .... 
 
 Liberty 
 
 Lindenhurst. . 
 
 Little Valley . 
 
 Lodi 
 
 Long Eddy. . 
 
 Luzerne 
 
 Lynbrook . . . . 
 
 Lyndonville. . 
 
 Machias 
 
 Mahopac .... 
 Mamaroneck. 
 Manlius 
 
 MannsviUe . . . 
 Margaretville . 
 
 Marlboro 
 
 Massena 
 
 Meridian 
 
 Middleport . 
 Mid'dleville. 
 Millbrook. . 
 Mineola . . . . 
 Minetto . . . . 
 
 Minoa 
 
 Monroe 
 
 Montgomery . 
 Monticello. . . 
 Mooers 
 
 Mount Kisco .... 
 
 Naples 
 
 New Berlin 
 
 New Lebanon . . . 
 New Woodstock. 
 
 Newcomb 
 
 Newfield 
 
 Nichols 
 
 North Cohocton and At 
 
 lanta 
 
 Northville 
 
 Oceanside . 
 Odessa ... 
 Old Forge. 
 
 Orient 
 
 Oriskany . . 
 
 Oswegatchie . 
 
 Otisville 
 
 Oyster Bay . . 
 Painted Post . 
 Palmyra 
 
 Patterson 
 
 Pavilion 
 
 Pelham Manor . 
 
 Penfield 
 
 Perry 
 
 Philmont . . 
 
 Pike 
 
 Pine Plains . 
 Pittsford . . . 
 Pleasantvilli 
 
 713 
 2 072 
 
 I 368 
 
 2 206 
 647 
 
 5 699 
 
 1 314 
 
 330 
 669 
 920 
 
 2 951 
 326 
 
 I 530 
 625 
 I 136 
 I 981 
 
 I 195 
 941 
 
 1 941 
 560 
 
 2 802 
 I 093 
 I 1 14 
 
 354 
 533 
 
 330 
 465 
 
 1 224 
 
 2 268 
 
 852 
 
 4 388 
 
 813 
 422 
 
 1 205 
 
 2 207 
 
 150 
 920 
 350 
 160 
 500 
 
 200 
 200 
 240 
 600 
 560 
 
 180 
 175 
 120 
 250 
 440 
 
 250 
 300 
 100 
 
 250 
 500 
 
 100 
 
 300 
 160 
 360 
 
 125 
 
 500 
 
 210 
 160 
 288 
 190 
 
 350 
 350 
 264 
 
 275 
 250 
 
 400 
 350 
 400 
 
 120 
 130 
 
 100 
 100 
 
 300 
 150 
 
 140 
 640 
 
 110 
 200 
 150 
 275 
 
 130 
 320 
 320 
 300 
 100 
 
 180 
 100 
 
 400 
 300 
 800 
 
 400 
 
 200 
 200 
 200 
 
 goo 
 
 920 
 350 
 160 
 500 
 
 ISO 
 200 
 240 
 600 
 560 
 
 175 
 120 
 250 
 280 
 
 250 
 300 
 
 500 
 
 100 
 300 
 
 360 
 
 500 
 160 
 
 350 
 350 
 
 275 
 250 
 
 400 
 
 120 
 
 640 
 
 320 
 320 
 
 400 
 300 
 800 
 
 50 
 
 180 
 
 160 
 
 100 
 
 250 
 
 160 
 125 
 
 288 
 
 190 
 
 264 
 
 350 
 
 150 
 
 140 
 
 150 
 27s 
 
 300 
 
 100 
 
 400 
 
 200 
 
 200 
 800 
 
 4 000 
 
 180 000 
 40 000 
 
 7 000 
 
 51 000 
 21 000 
 
 6 000 
 14 000 
 54 000 
 
 60 000 
 
 17 497 
 
 16 000 
 
 4 000 
 20 000 
 
 47 000 
 
 16 000 
 30 000 
 
 3 800 
 
 25 000 
 35 000 
 
 5 500 
 14 000 
 
 10 000 
 
 30 000 
 
 3 500 
 
 75 000 
 
 1 334 
 13 675 
 
 26 570 
 
 4 000 
 
 40 000 
 45 000 
 
 7 600 
 
 48 000 
 20 000 
 
 65 000 
 23 000 
 25 000 
 
 1 1 000 
 
 6 000 
 
 10 000 
 
 2 000 
 23 000 
 
 9 000 
 
 4 000 
 
 78 000 
 
 5 000 
 
 31 000 
 
 7 500 
 
 12 000 
 
 I 500 
 
 34 298 
 
 45 000 
 
 25 000 
 
 12 000 
 
 20 000 
 850 
 
 60 000 
 
 17 200 
 6s 000 
 
 2 1 000 
 
 8 500 
 8 000 
 8 666 
 
 81 000 
 
 180 
 
 000 
 
 40 
 
 000 
 
 7 
 
 000 
 
 SI 
 
 000 
 
 20 
 
 000 
 
 6 
 
 000 
 
 14 
 
 000 
 
 54 
 
 000 
 
 60 
 
 000 
 
 16 
 
 000 
 
 4 
 
 000 
 
 20 
 
 000 
 
 37 
 
 000 
 
 16 
 
 000 
 
 30 
 
 000 
 
 
 35 
 
 000 
 
 5 
 
 500 
 
 14 
 
 000 
 
 30 
 
 000 
 
 75 
 
 000 
 
 13 
 
 675 
 
 
 40 
 
 000 
 
 45 
 
 000 
 
 48 000 
 20 000 
 
 65 000 
 
 25 
 1 1 
 
 000 
 000 
 
 10 
 
 000 
 
 23 
 
 000 
 
 
 78 
 
 000 
 
 31 
 
 000 
 
 
 
 34 
 45 
 
 298 
 000 
 
 
 20 
 
 000 
 
 60 
 17 
 65 
 
 000 
 200 
 000 
 
 8 500 
 
 8 
 81 
 
 666 
 000 
 
 4 000 
 
 17 497 
 
 3 800 
 25 000 
 
 3 500 
 
 26 570 
 4 000 
 
 7 600 
 
 6 000 
 
 Q 000 
 4 000 
 
 5 000 
 
 7 500 
 12 000 
 
 I 500 
 
 25 000 
 12 000 
 
 850 
 
 21 000 
 8 000 
 
412 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Construction work in villages of less than 5000 population — (Concluded) 
 
 o 
 
 Number 
 OF Buildings 
 
 Capacity 
 OF Buildings 
 
 Cost of Buildings 
 
 Total 
 
 New 
 
 Remodeled 
 
 Port Jefferson . . . . 
 Port Washington . 
 
 Potsdam 
 
 Pulaski 
 
 Randolph 
 
 Ra vena .... 
 Red Hook . 
 Redwood . . 
 Remsen . . . 
 Rhinebeck. 
 
 Rockville Center. 
 
 Roslyn 
 
 Roxbury 
 
 Russell 
 
 Rye 
 
 Sag Harbor . . 
 St Johnsville . 
 
 Salem 
 
 Sandy Creek. 
 Saugerties. . . 
 
 Sauquoit 
 
 Scarsdale 
 
 Schenevus . . . . 
 Schroon Lake. 
 Scio 
 
 Scotia 
 
 Sea Cliff 
 
 Setauket. ...... 
 
 Sharon Springs. 
 Sherman 
 
 Silver Springs 
 
 Skanea teles 
 
 Sloan 
 
 Smithtowr Branch. 
 South New Berlin . 
 
 Southampton . 
 
 Spencer 
 
 Spencerport. . . 
 Spring Valley . 
 Spring ville. . . . 
 
 Spring water . 
 Stamford . . . , 
 Stockton . . . . 
 
 Suflern 
 
 Tannersville . 
 
 Truxton 
 
 Tuckahoe. . . . 
 Tupper Lake. 
 Tuxedo Park. 
 Varysburg . . . 
 
 Victor 
 
 Waldcn 
 
 Wappingers Falls. 
 
 WaterviUe 
 
 Wayland 
 
 Weedsport 
 
 Wells 
 
 Wellsburg 
 
 Wellsville 
 
 West Carthage . 
 
 West Chazy 
 
 Westbury 
 
 Westhampton Beach. 
 
 Windham 
 
 Woodmere 
 
 Wyoming 
 
 4 036 
 I 788 
 I 298 
 
 I 700 
 960 
 
 421 
 I 548 
 
 3 667 
 
 3 964 
 
 3 408 
 
 2 S36 
 I 250 
 
 617 
 
 3 929 
 
 576 
 
 2 957 
 I 694 
 
 459 
 836 
 
 974 
 1 61S 
 I 259 
 
 2 S09 
 569 
 
 1 000 
 
 2 353 
 2 246 
 
 2 663 
 660 
 
 722 
 551 
 
 881 
 4 004 
 3 19S 
 I 410 
 1 392 
 
 I 344 
 
 432 
 4 382 
 I 393 
 
 600 
 450 
 400 
 350 
 200 
 
 200 
 192 
 200 
 ISO 
 360 
 
 320 
 240 
 
 225 
 300 
 260 
 
 800 
 160 
 70 
 113 
 600 
 
 160 
 315 
 22s 
 100 
 200 
 
 390 
 650 
 400 
 ISO 
 350 
 
 200 
 550 
 550 
 
 288 
 150 
 
 800 
 300 
 
 275 
 800 
 600 
 
 150 
 32s 
 150 
 420 
 240 
 
 150 
 160 
 330 
 300 
 100 
 
 90 
 300 
 SSO 
 240 
 360 
 
 300 
 
 ISO 
 100 
 
 900 
 375 
 
 175 
 300 
 140 
 200 
 160 
 150 
 
 600 
 450 
 400 
 
 200 
 
 200 
 192 
 
 150 
 
 240 
 22s 
 300 
 260 
 
 800 
 
 113 
 600 
 
 160 
 315 
 225, 
 100 
 200 
 
 390 
 650 
 400 
 
 SSO 
 550 
 
 800 
 300 
 
 800 
 600 
 
 ISO 
 
 32s 
 
 ISO 
 
 420 
 240 
 
 840 
 330 
 300 
 
 300 
 
 360 
 
 300 
 ISO 
 
 100 
 
 900 
 375 
 
 300 
 140 
 200 
 
 350 
 
 200 
 360 
 320 
 
 160 
 70 
 
 150 
 
 275 
 
 ISO 
 320 
 
 SSO 
 340 
 
 175 
 
 160 
 
 ISO 
 
 80 000 
 
 79 800 
 25 000 
 
 22 000 
 
 23 000 
 
 18 000 
 
 18 000 
 
 10 soo 
 
 12 000 
 
 25 000 
 
 30 000 
 
 27 650 
 
 18 000 
 40 000 
 40 000 
 
 160 100 
 7 000 
 
 17 500 
 
 10 320 
 
 65 000 
 
 12 000 
 27 000 
 
 25 000 
 7 000 
 
 15 000 
 
 24 coo 
 
 65 000 
 33 000 
 7 000 
 
 40 000 
 
 5 000 
 45 000 
 72 000 
 
 13 600 
 
 5 000 
 
 142 000 
 
 18 000 
 
 5 500 
 
 26 680 
 
 80 000 
 
 11 236 
 
 26 000 
 
 6 000 
 
 60 000 
 20 000 
 
 3 500 
 
 153 000 
 
 41 soo 
 36 000 
 
 I 000 
 
 3 000 
 
 25 000 
 18 000 
 
 4 000 
 
 20 000 
 
 40 000 
 
 4 000 
 
 5 000 
 
 102 000 
 
 30 000 
 
 650 
 40 380 
 
 18 000 
 9 000 
 10 371 
 IS 000 
 
 80 000 
 
 79 800 
 
 25 000 
 
 18 000 
 18 000 
 
 27 650 
 
 18 000 
 40 000 
 
 40 000 
 
 160 100 
 
 10 320 
 6s 000 
 
 12 000 
 27 000 
 25 000 
 7 000 
 15 000 
 
 24 000 
 65 000 
 33 000 
 
 40 
 
 000 
 
 45 
 
 000 
 
 72 
 
 000 
 
 13 
 
 600 
 
 142 000 
 
 18 000 
 
 5 500 
 
 26 680 
 
 80 000 
 
 II 236 
 
 26 000 
 
 6 000 
 60 000 
 20 000 
 
 100 000 
 41 500 
 36 000 
 
 25 000 
 
 20 000 
 
 40 000 
 
 4 000 
 
 5 000 
 102 000 
 
 30 000 
 
 40 380 
 18 000 
 9 000 
 
 15 000 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 New and remodeled buildings 
 
 Figures in italics are for remodeled buildings 
 
 Pupils Accommodated, by Years 
 
 1904-S 190S-6 1906-7 1907-8 1908-9 1909-10 1910-11 1911-12 1912-13 1913-14 
 
 Afton 
 
 Akron 
 
 Alden 
 
 Alfred 
 
 Allen town . 
 
 Andes . . . 
 Angelica . 
 Angola . . 
 
 Ardsley . . 
 Arkport . 
 
 Ausable Forks. 
 
 Babylon 
 
 Baldwin 
 
 Baldwinsville . . 
 Ballston Spa. . 
 
 Barker . . . . 
 
 Bath 
 
 Bay Shore . 
 
 Belfast 
 
 Berlin 
 
 Big Flats . 
 BlasdeU. . 
 Bohvar. . . 
 BoonviUe . 
 Brewster . 
 
 BriarcHff Manor. 
 Bridgehampton . . 
 
 Broadalbin 
 
 Brockport 
 
 Brocton 
 
 Bronxville . 
 Brookfield . 
 Brown ville . 
 Buchanan. 
 Cambridge. 
 
 Camillus. . . 
 Canaseraga . 
 Canastota. . 
 
 Candor 
 
 Canisteo . . . . 
 
 Canton 
 
 Cape Vincent . 
 
 Carmel 
 
 Carthage 
 
 Castile 
 
 Central Islip . . 
 
 Charlotte 
 
 Cherry Valley. 
 
 Chester 
 
 Chestertown . . 
 
 Church ville . 
 Clayton . . . . 
 Clifton Spa . 
 
 Clinton 
 
 Cobleskill. . . 
 
 Cooperstown. 
 Copenhagen . . 
 
 Corfu 
 
 Corinth 
 
 Cornwall .... 
 
 Croton-on-Hudson . 
 
 Cuba 
 
 Dannemora 
 
 Dansville 
 
 Davenport 
 
 Delevan. 
 Depew . . 
 
 230 
 
 280 
 
 880 
 200 
 
 360 
 
 360 
 
 400 
 
 2/5 
 340 
 
 500 
 
 320 
 250 
 
 140 
 
 80 
 
 iSo 
 
 250 
 
 226 
 
 252 
 350 
 
 250 
 
 200 
 420 
 
 250 
 
 650 
 
 "60 
 
 400 
 300 
 
 37S 
 
 300 
 
 400 
 
 260 
 160, 
 
 37S 
 
 500 
 160 
 
 250 
 225 
 
 125 
 
 300 
 
 175 
 
 300 
 
 400 
 
 70 
 
 360 
 
 250 
 
 400 
 
4!4 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 New and remodeled buildings — (Continued) 
 
 Fijjures in italics are for remodeled buildings 
 
 Pupils Accommodated, by Years 
 
 1904-S 1905-6 1906-7 1907-8 1908-9 1909-10 1910-11 1911-12 1912-13 1913-14 
 
 De Ruyter. . . 
 Dobbs Ferry . 
 Dolgeville . . . 
 
 Dover Plains. . . . 
 
 Downsvillc 
 
 Dryden 
 
 Earlville 
 
 East Bloomfield . 
 
 East Hampton . . 
 East Pembroke. . 
 East Rochester. . 
 East Springfield . 
 East Syracuse. . . 
 
 East Worcester. . 
 
 Eastport 
 
 Eden 
 
 EHenburg Depot . 
 Ellenville 
 
 Ellicottville 
 
 Ellington 
 
 Elmira Heights. 
 
 Evans Mills 
 
 Falconer 
 
 Farmingdale . 
 Felts Mills.. . 
 Forestport . . . 
 Fort Ann .... 
 Fort Edward. 
 
 Fort Plain . . . 
 Frankfort . . . 
 Franklinville . 
 Freedom . . . 
 Gainesville. . . 
 
 Gilbertsville . . 
 Good Ground . 
 
 Goshen 
 
 Gouverneur. . . 
 Granville 
 
 Great Neck . . . . 
 
 Greenville 
 
 Greenwich 
 
 Griffin Corners. 
 Hailesboro 
 
 Hamburg 
 
 Hammond 
 
 Hammondsport . 
 
 Hannibal 
 
 Harrison 
 
 Harrisville . . . 
 Hartford . . . . 
 Hastings . . . . 
 Hemlock . . . . 
 Heuvelton . . 
 
 }Iicksville . . . 
 Highland ... 
 
 Hilton 
 
 Hinsdale . . . . 
 Holland 
 
 Holley 
 
 Homer 
 
 Honeoye . . . . 
 Horseheads . . 
 Hyde Park. . 
 
 Indian Lake . 
 Irvington ... 
 Katonah . . . . 
 Kendall ... 
 Kenmore ... 
 
 150 
 
 480 
 160 
 
 150 
 
 t6o 
 
 240 
 
 2S0 
 
 300 
 
 160 
 
 60 
 200 
 
 120 
 120 
 
 ISO 
 
 ISO 
 
 240 
 300 
 
 700 
 
 80 
 
 I7S 
 
 2S0 
 
 3S0 
 
 ISO 
 120 
 183 
 ISO 
 
 60 
 
 400 
 
 300 
 ISO 
 
 300 
 
 200 
 
 340 
 
 250 
 
 3S0 
 320 
 
 600 
 
 200 
 00 
 
 800 
 
 ISO 
 
 300 
 
 ISO 
 
 600 
 
 240 
 
 I2S 
 
 680 
 220 
 
 80 
 
 200 
 
 ISO 
 
 240 
 
 80 
 
 280 
 
 200 
 2S0 
 
 I2S 
 
 160 
 
 350 
 500 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 New and remodeled buildings — (Continued) 
 
 Figures in italics are tor remodeled buildings 
 
 Kenwood .... 
 Leonardsville. 
 Lewiston .... 
 
 Liberty 
 
 Lindenhurst . . 
 
 Little Valley . 
 
 Lodi 
 
 Long Eddy . . 
 
 Luzerne 
 
 Lynbrook. . . . 
 
 Lyndon ville. . 
 
 Machias 
 
 Mahopac .... 
 Mamaroneck. 
 Manlius 
 
 Mannsville. . . 
 Margaret ville . 
 
 Marlboro 
 
 Massena 
 
 Meridian 
 
 Middleport . 
 Middleville . 
 Millbrook. . 
 Mineola . . . . 
 Minetto . . . . 
 
 Minoa 
 
 Monroe 
 
 Montgomery. 
 Monticello . . . 
 Mooers 
 
 Mount Kisco. . . . 
 
 Naples 
 
 New Berlin 
 
 New Lebanon . . . 
 New Woodstock. 
 
 Newcomb 
 
 Newfield 
 
 Nichols 
 
 North Cohocton and Atlanta. 
 Northville 
 
 Oceanside . 
 Odessa . . . 
 Old Forge. 
 Orient .... 
 Oriskany , . 
 
 Oswegatchie . 
 
 Otisville 
 
 Oyster Bay . . 
 Painted Post . 
 Palmyra 
 
 Patterson 
 
 Pavilion 
 
 Pelham Manor . 
 
 Penfield 
 
 Perry 
 
 Philmont . . . . 
 
 Pike 
 
 Pine Plains . . 
 Pittsford . . . . 
 Pleasantville . 
 
 Port Jefferson ... 
 Port Washington . 
 
 Potsdam 
 
 Pulaaki 
 
 Randolph 
 
 Ravena. . . . 
 Red Hook . 
 Redwood . . 
 Remsen . . . 
 Rhinebeck . 
 
 Pupils Accommodated, by Years 
 
 1904-S 1905-6 1906-7 1907-8 1908-9 1909-10 1910-11 1911-12 1912-13 1913-14 
 
 200 
 240 
 
 Soo 
 
 iSo 
 
 160 
 250 
 
 250 
 
 300 
 800 
 
 288 
 
 350 
 
 450 
 
 250 
 
 360 
 
 640 
 
 110 
 
 ISO 
 
 S6o 
 
 280 
 
 160 
 
 ISO 
 
 180 
 
 600 
 
 SCO 
 
 '30 
 
 360 
 
 ISO 
 
 160 
 
 400 
 400 
 
 I7S 
 
 350 
 
 264 
 27S 
 
 350 
 
 800 
 600 
 
4i6 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 New and remodeled buildings — (Continued) 
 
 Figures in ita'.ics are for remodeled buildings 
 
 Pupils Accommodated, by Years 
 
 1904-S 1905-6 1906-7 1907-8 1908-9 1909-10 1910-11 1911-12 1912-13 1913-14 
 
 Rockville Center. 
 Roslyn 
 
 Roxbury . 
 Russell . . 
 Rye 
 
 Sag Harbor . . 
 St Johns ville. 
 
 Salem 
 
 Sandy Creek . 
 Saugerties. . . 
 
 Sauquoit 
 
 Scarsdale 
 
 Schenevus . . . . 
 Schroon Lake . 
 Scio 
 
 Scotia 
 
 Sea Clifif 
 
 Setauket ...... 
 
 Sharon Springs . 
 Sherman 
 
 Silver Springs . 
 Skaneateles . . . 
 Sloan 
 
 Smithtown Branch . 
 South New Berlin . . 
 
 Southampton . 
 
 Spencer 
 
 Spencerport . . 
 Spring Valley . 
 Springville. . . 
 
 Spring water. 
 Stamford . . . . 
 Stockton . . . . 
 
 Suffem 
 
 Tannersville . 
 
 Truxton. . 
 Tuckahoe. 
 
 Tupper Lake. 
 Tuxedo Park. 
 Varysburg . . . 
 
 Victor 
 
 Walden 
 
 Wappingers Falls. 
 
 Waterville 
 
 Wayland 
 
 Weedsport . 
 
 Wells 
 
 Wellsburg . 
 Wells ville.. 
 
 West Carthage . 
 
 West Chazy 
 
 Westbury 
 
 Westhampton Beach. 
 
 Windham 
 
 Woodmere 
 
 Wyoming 
 
 320 
 
 260 
 
 160 
 
 800 
 
 70 
 
 600 
 160 
 
 240 
 
 225 
 
 390 
 
 650 
 400 
 
 SSO 
 
 150 
 
 800 
 
 300 
 600 
 
 27S 
 
 ISO 
 
 ISO 
 
 325 
 
 420 
 
 240 
 
 ISO 
 
 600 
 300 
 
 160 
 
 240 
 
 90 
 
 300 
 
 SSO 
 
 360 
 
 ISO 
 100 
 
 300 
 
 400 
 500 
 
 375 
 
 '7S 
 
 300 
 
 i6o 
 
 80 
 160 
 225 
 300 
 
 113 
 
 75 
 
 3S0 
 
 300 
 250 
 
 800 
 
 160 
 300 
 
 100 
 
 140 
 
 300 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 New and remodeled buildings — (Continued) 
 
 Figures in italics are for remodeled buildings 
 
 
 Cost of Improvements 
 
 1904-5 
 
 1905-6 
 
 1906-7 
 
 1907-8 
 
 1908-9 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupi! 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 
 
 
 
 
 
 
 $25 000 
 
 $119 
 
 
 
 
 $9 000 
 
 $60 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 12 000 
 
 52 
 
 
 
 
 
 
 
 
 
 
 
 
 $5 000 
 
 ?2J 
 
 
 
 
 
 
 
 
 
 
 
 
 $21 000 
 
 S7S 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 38 000 
 
 105 
 
 
 
 
 
 
 
 
 
 
 
 
 JO 000 
 
 JO 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 12 000 
 
 23 
 
 
 
 
 
 
 
 
 
 
 17 000 
 
 S5 
 
 
 
 Belfast 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Big Flats 
 
 
 
 
 
 
 
 8 000 
 
 80 
 
 
 
 
 
 
 
 
 
 
 
 
 
 25 000 
 
 50 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 2 000 
 
 29 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 $20 000 
 
 $62 
 
 
 
 
 
 
 
 
 
 
 
 
 J 2 000 
 
 06 
 
 
 
 
 
 
 45 000 
 
 180 
 
 
 
 
 
 
 
 
 7 000 
 
 35 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 2 000 
 
 53 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 40 000 
 
 160 
 
 
 
 
 3 000 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 28 000 
 
 187 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 26 500 
 
 132 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 35 000 
 
 83 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 8 000 
 
 32 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 34 000 
 
 68 
 
 
 
 
 
 
 
 
 12 000 
 
 120 
 
 
 
 
 
 
 
 
 
 
 Cobleskill 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 80 000 
 
 123 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Corfu 
 
 
 
 
 
 4 000 
 
 67 
 
 
 
 
 
 Corinth 
 
 
 
 
 
 
 
 30 000 
 
 75 
 
 
 
 
 30 000 
 
 60 
 
 
 
 
 
 Croton-on- Hudson 
 
 
 
 
 
 
 
 97 000 
 
 323 
 
 Cuba 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
4i8 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 New and remodeled buildings — {Continued) 
 
 Figures in italics are for remodeled buildings 
 
 
 Cost of Improvements 
 
 1904-5 
 
 1Q05-6 
 
 igo6-7 
 
 1907-8 
 
 1908-9 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Tola' 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 
 $11 00c 
 
 $37 
 
 
 
 
 
 
 
 
 
 
 
 
 $51 08s 
 
 Si 29 
 
 
 
 
 
 DcRuytcr 
 
 
 
 
 
 $15 000 
 
 iion 
 * 
 
 
 
 Dobbs Ferry 
 
 
 
 
 
 
 
 Sso 000 
 
 Si 04 
 
 Dolgeville 
 
 
 
 
 
 
 
 
 
 Dover PI sins 
 
 
 
 
 
 
 
 
 
 9 712 
 
 61 
 
 
 7 250 
 
 30 
 
 
 
 
 
 
 
 Dryden 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Fa<;t RlnnmfiplH 
 
 
 
 
 
 
 
 
 
 25 000 
 
 83 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 3 sor 
 12 000 
 
 J ' 
 60 
 
 
 
 
 
 
 
 
 
 
 
 
 5 000 
 9 900 
 
 42 
 
 82 
 
 S^st. Springfield 
 
 
 
 
 
 
 
 
 20 360 
 
 142 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Ellenburg Depot 
 
 
 
 
 
 
 
 
 
 II 800 
 
 62 
 
 
 
 
 
 
 
 
 
 
 'Rllirnttvillp 
 
 
 
 $7 839 
 
 $39 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 12 000 
 
 68 
 
 
 
 
 
 
 12 000 
 
 Aft 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Felts MiUs 
 
 12 000 
 7 000 
 J 500 
 5 000 
 
 3 500 
 
 80 
 58 
 IQ 
 33 
 
 58 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Fnrt Plain 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 21 000 
 
 70 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 6 700 
 
 45 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 13 500 
 16 500 
 
 45 
 83 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 5 6 000 
 
 224 
 
 
 
 
 
 
 
 
 
 « * VT 1 
 
 
 
 
 
 
 
 
 
 
 6 000 
 
 30 
 
 
 
 
 
 
 
 
 
 
 
 
 60 000 
 
 100 
 
 
 
 
 
 
 
 
 
 
 20 000 
 
 I 300 
 
 100 
 17 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 15 000 
 
 100 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 S 000 
 
 50 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 81 000 
 
 135 
 
 
 
 
 
 
 14 000 
 
 47 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 6 500 
 
 43 
 
 
 
 
 
 
 
 
 
 
 
 
 30 000 
 
 125 
 
 
 
 
 
 
 
 
 
 
 
 4 000 
 
 50 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 10 000 
 
 100 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 18 000 
 
 62 
 
 
 
 
 
 
 
 
 J 7 000 
 
 8S 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 22 000 
 
 88 
 
 
 
 
 
 Hyde i'ark 
 
 8 000 
 
 40 
 
 
 
 
 
 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 New and remodeled buildings — (Continued) 
 
 Figures ii) italics are for remodeled buildings 
 
 
 Cost of Lmprovements 
 
 1904-5 
 
 1905-6 
 
 1906-7 
 
 1907-8 
 
 1908-9 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Indian Lake 
 
 $4 000 
 
 $27 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 $7 000 
 
 $44 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 6 000 
 14 000 
 
 30 
 58 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Little Valley 
 
 
 
 
 
 ?77 407 
 
 ?97 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 T J J 
 
 4 000 
 
 33 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 $20 000 
 
 $160 
 
 
 
 
 
 
 10 000 
 
 16 000 
 
 62 
 64 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 25 000 
 
 100 
 
 
 
 
 
 
 35 000 
 
 70 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 S 500 
 
 SS 
 
 
 
 
 
 
 14 000 
 
 47 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 30 000 
 
 83 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 $02 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 45 000 
 
 128 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 20 000 
 
 80 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 2 000 
 
 20 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 North Cohocton and Atlanta. 
 
 
 
 
 
 
 
 
 
 
 
 
 4 000 
 
 20 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 78 000 
 
 5 000 
 
 122 
 ' 45 
 
 
 
 
 
 
 
 
 
 
 Old Forge 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 7 500 
 
 50 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 / 500 
 
 12 
 
 
 
 OtisviUe 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Painted Post 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 12 000 
 
 120 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Penfield 
 
 
 
 
 
 17 200 
 
 6s 000 
 
 S7 
 81 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 21 000 
 
 52 
 
 Pike 
 
 8 soo 
 
 43 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Pittstord 
 
 
 
 
 
 
 
 
 
 
 
 Pleasantville 
 
 
 
 
 
 
 
 
 
 
 
420 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 New and remodeled buildings — (Continued) 
 
 Figures in italics are for remodeled buildings 
 
 Port Jefferson. . . . 
 Port W ashington . 
 
 Potsdam 
 
 Pulaski 
 
 Randolph 
 
 Ravena . . . 
 Red Hook. 
 Redwood . . 
 Remsen . . 
 Rhinebeck. 
 
 Rockville Center. 
 
 Roslyn 
 
 Roxbury 
 
 Russell 
 
 Rye 
 
 Cost of Improvements 
 
 Total 
 
 $2S coo 
 
 Total 
 
 $J2 OtX 
 
 $63 
 
 1906-7 
 
 Total 
 
 1907-8 
 
 Total 
 
 S79 800 
 
 23 000 
 
 "5 
 
 1 908-9 
 
 Total 
 
 $18 000 
 
 $90 
 
 So 
 
 Sag Harbor. . 
 St Johns ville. 
 
 Salem 
 
 Sandy Creek. 
 Saugerties . . . 
 
 Sanquoit 
 
 Scarsdale 
 
 Schenevus . . . . 
 Schroon Lake . 
 Scio 
 
 Scotia 
 
 Sea Cliff 
 
 Setauket 
 
 Sharon Springs. 
 Sherman 
 
 S160 100 
 
 $200 
 
 65 000 
 12 000 
 
 108 
 75 
 
 104 
 
 24 000 
 
 Silver Springs 
 
 Skaneateles 
 
 Sban 
 
 Smithtown Branch . 
 South Xew Berlin . . 
 
 Southampton . 
 
 Spencer 
 
 Spencerport . . 
 Spring Valley. 
 Springville. . . . 
 
 Springwater . 
 Stamford . . . . 
 Stockton . . . . 
 
 Suffern 
 
 Tan aers ville . 
 
 5 000 
 
 33 
 
 26 68n 
 
 18 000 
 80 000 
 
 60 
 133 
 
 6 000 
 
 40 
 
 5 000 
 
 26 000 
 
 80 
 
 Truxton. . 
 Tuckahoe . 
 
 Tuppcr Lake. 
 Tu.xcdo Park. 
 Varysburg . . . 
 
 Victor 
 
 Walden 
 
 Wappingers Falls. 
 
 Waterville 
 
 Wayland 
 
 I soo 
 
 SO 
 
 36 000 
 
 35 ooL 
 25 000 
 
 210 
 
 104 
 
 Weedsport 
 
 Wells 
 
 Wellsburg 
 
 Wcllsville 
 
 West Carthage. 
 
 West Chazy 
 
 Westbury 
 
 Wcsthampton Beach. 
 
 Windham 
 
 Woodmcre 
 
 Wyoming 
 
 4 000 
 
 5 000 
 
 SO 
 
 8n 
 
 10 371 
 
 65 
 
 25 000 
 18 000 
 
 40 000 
 
 40 380 
 
 83 
 3J 
 
 134 
 
SCHOOL BUILDINGS AND GROUNDS 42I 
 
 New and remodeled buildings — (Continued) 
 
 Figures in italics are for remodeled buildings 
 
 
 Cost of Improvements 
 
 1909-10 
 
 
 191 1-12 
 
 1912-13 
 
 I9I3-I4 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Af ton . . 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Alden . 
 
 
 
 
 
 
 
 
 
 $24 500 
 
 $82 
 
 Alfred 
 
 $ig 000 
 
 
 
 
 
 
 
 
 AUentown ... . , , 
 
 
 
 
 
 
 
 
 
 Andes 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Angola . . .... 
 
 
 
 
 
 
 
 
 
 39 000 
 
 5 400 
 
 2 23 
 18 
 
 
 
 
 
 
 S7G 000 
 IS 000 
 
 $86 
 75 
 
 
 
 Arkport 
 
 
 
 
 
 
 
 
 
 Aiisable Forks 
 
 20 000 
 
 
 
 
 
 
 
 
 Babylon 
 
 
 
 40 000 
 
 125 
 
 
 
 
 
 Baldwin 
 
 
 
 
 
 
 
 
 
 Baldwinsville 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 30 860 
 
 77 
 
 
 
 
 $55 000 
 
 S 138 
 
 
 
 
 
 Bath 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Belfast 
 
 
 
 
 
 
 
 .$40 000 
 
 $107 
 
 
 
 
 
 
 
 
 14 000 
 
 65 
 
 
 
 Big Flats 
 
 
 
 
 
 
 
 
 
 Blasdell 
 
 
 
 
 
 35 000 
 
 103 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Boon villa 
 
 
 
 52 000 
 
 51 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 8 000 
 
 
 Briarcliff Manor 
 
 50 000 
 
 
 
 
 
 
 
 
 Bridgehampton . . . . 
 
 
 
 
 
 
 
 
 
 Broadalbin 
 
 
 
 2 500 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Brocton 
 
 
 
 
 
 
 
 
 
 
 
 Bronxville 
 
 
 
 
 
 26 000 
 
 143 
 
 
 
 
 
 Brookfield 
 
 
 
 
 
 
 
 
 
 Brown ville 
 
 20 000 
 
 154 
 
 
 
 
 
 
 
 
 
 Buchanan 
 
 26 000 
 
 104 
 
 
 
 
 
 
 
 Cambridge 
 
 
 
 
 
 
 
 20 000 
 
 285 
 
 Camillus 
 
 
 
 
 
 
 
 40 000 
 
 80 
 
 Canaseraga 
 
 
 
 
 
 
 
 
 
 Canastota 
 
 15 000 
 30 000 
 
 60 
 
 86 
 
 
 
 
 
 13 613 
 
 
 
 
 Candor 
 
 
 
 
 
 
 
 Canisteo 
 
 
 
 
 
 
 
 30 000 
 
 83 
 
 
 
 
 
 
 
 
 
 
 Cape Vincent 
 
 
 
 
 
 
 
 
 
 
 
 Carmel 
 
 8 000 
 
 3S 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 25 000 
 
 100 
 
 
 
 
 
 
 
 
 20 600 
 
 82 
 
 Charlotte 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 33 000 
 
 147 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 7 000 
 
 56 
 
 
 
 
 
 
 
 
 
 
 
 
 Clayton 
 
 
 
 
 
 
 
 
 
 
 
 Clifton Spa 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 // JOO 
 
 
 Cobleskill 
 
 
 
 
 
 
 
 80 000 
 
 200 
 
 
 
 
 
 
 
 
 
 
 
 17 000 
 
 IIJ 
 
 
 
 
 
 
 
 
 
 Corfu 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Cornwall 
 
 
 
 
 
 
 
 
 
 
 
 Croton-on-Hudson 
 
 
 
 
 
 
 
 
 
 
 
 Cuba 
 
 40 000 
 
 107 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 20 000 
 
 100 
 
 
 
422 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 New and remodeled buildings — (Continued) 
 
 Figures in italics are for remodeled buildings 
 
 Cost of Improvements 
 
 Total 
 
 Total 
 
 Total 
 
 igi2-i3 
 
 Total 
 
 I')i3-i4 
 
 Total 
 
 Dansville. . 
 Davenport . 
 
 Dele van. 
 Depew . . 
 
 DeRuyter. . . 
 Dobbs Ferry . 
 Dolgeville . . . 
 
 Dover Plains . . . . 
 
 Downsville 
 
 Dryden 
 
 Earlville 
 
 East Bloomfield . 
 
 East Hampton . . 
 East Pembroke. . 
 East Rochester . . 
 East Springfield . 
 East Syracuse . . . 
 
 East Worcester. . 
 
 Eastport 
 
 Eden 
 
 EUenburg Depot . 
 EUenville 
 
 EUicottville 
 
 Ellington 
 
 Elmira Heights. 
 Evans Mills. . . . 
 Falconer 
 
 Farmingdale . 
 Felts Mills . . 
 Forestport . . . 
 Fort Ann ... 
 Fort Edward 
 
 Fort Plain . . . 
 Frankfort . . . 
 Franklinville. 
 Freedom .... 
 Gainesville . . 
 
 Gilbertsville . . 
 Good Ground . 
 
 Goshen 
 
 Gouvemeur. . . 
 Granville 
 
 Great Neck .... 
 
 Greenville 
 
 Greenwich 
 
 Griffin Comers. 
 Hailesboro 
 
 Hamburg 
 
 Hammond 
 
 Hammondsport . 
 
 Hannibal 
 
 Harrison 
 
 $37 000 
 
 $Q2 
 
 f 4 000 
 
 $40 
 
 3 415 
 3 415 
 
 $85 000 
 
 $212 
 
 5 000 
 
 5 470 
 
 34 
 
 $26 500 
 
 $106 
 
 30 000 
 
 109 
 
 30 000 
 
 8 000 
 
 53 
 
 14 000 
 
 $35 000 
 
 $100 
 
 60 000 
 
 66 
 
 176 
 
 10 000 
 
 g 000 
 
 26 000 
 
 103 000 
 
 104 
 
 206 
 
 60 000 
 
 5 000 
 
 86 
 62 
 
 4 000 
 
 8s 000 
 
 S 000 
 
 40 
 
 242 
 
 3S 
 
 66 
 
 Harrisville . 
 Hartford . . 
 Hastings . . 
 lieinlork. . 
 Heuvelton . 
 
 Hicksville . 
 Highland . 
 Hilton ... 
 Hinsdale. . 
 Holland. . 
 
 / 300 
 
 55 000 
 IS 650 
 
 14 000 
 
 5 000 
 
 58 
 
 25 
 
 4 000 
 
 so 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 New and remodeled buildings — {Continued) 
 
 Figures in italics are for remodeled buildings 
 
 
 Cost of Improvements 
 
 1909-10 
 
 1910-H 
 
 1911-12 
 
 1912-13 
 
 IQ13-14 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 $13 000 
 
 S104 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 $180 000 
 
 $198 
 
 
 
 
 
 
 $40 000 
 
 S114 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 SI 000 
 
 102 
 
 
 
 
 
 
 
 
 
 
 
 
 20 000 
 
 133 
 
 $1 000 
 
 $20 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 $54 000 
 
 $90 
 
 
 
 
 
 
 
 
 60 000 
 
 107 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 16 000 
 
 91 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 37 000 
 
 132 
 
 
 
 
 
 
 
 T 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 30 000 
 
 100 
 
 
 
 
 J 800 
 
 jS 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 10 000 
 
 62 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 3 500 
 75 000 
 
 28 
 ISO 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 334 
 
 64 
 
 
 
 
 
 
 
 
 13 67s 
 
 8S 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 4 000 
 40 000 
 
 21 
 114 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 7 600 
 48 000 
 
 2Q 
 
 I7S 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 _ 
 
 
 
 
 
 
 
 65 000 
 
 162 
 
 
 
 
 
 
 
 
 
 
 2J 000 
 
 66 
 
 
 
 
 
 
 
 
 25 000 
 
 62 
 
 
 
 
 
 
 
 
 II 000 
 
 92 
 
 XT TIT a_i i_ 
 
 
 
 
 
 6 000 
 
 46 
 
 
 
 
 10 000 
 
 100 
 
 
 
 
 
 
 
 Newfield 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 23 000 
 
 77 
 
 
 
 
 
 North Cohocton and Atlanta 
 
 
 
 000 
 
 60 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Old Forge 
 
 
 
 
 
 
 
 31 000 
 
 155 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 12 000 
 
 44 
 
 
 
 
 
 
 
 
 
 
 
 
 Otisville 
 
 
 
 
 
 
 
 
 
 34 298 
 
 107 
 
 Oyster Bay 
 
 45 000 
 
 140 
 
 
 
 
 
 
 
 
 
 
 25 000 
 
 88 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Patterson 
 
 
 
 20 000 
 
 III 
 
 
 
 
 
 
 
 Pavilion 
 
 
 
 
 
 
 
 8jo 
 
 P 
 
 
 60 000 
 
 150 
 
 
 
 
 
 
 
 Penfield 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
424 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 New and remodeled buildings — {Continued) 
 
 Figures in italics are for remodeled buildings 
 
 Philmont . . . . 
 
 Pike 
 
 Pine Plains . . 
 Pittsford . . . . 
 Pleasantville . 
 
 Cost of Improvements 
 
 Total 
 
 Total 
 
 Total 
 
 Total 
 
 Total 
 
 Port Jefferson . . . . 
 Port Washington . 
 
 Potsdam 
 
 Pulaski 
 
 Randolph 
 
 Ravena . . 
 Red Hook . 
 Redwood . . 
 Remsen . . . 
 Rhinebeck. 
 
 $8 666 
 
 $43 
 
 $8 000 
 
 $40 
 
 $8 1 ooo 
 8o 000 
 
 $101 
 
 133 
 
 J2 
 
 Rockville Center. 
 Roslyn 
 
 Roxbury . 
 Russell. . 
 Rye 
 
 Sag Harbor. . 
 St Johnsville. 
 
 Salem 
 
 Sandy Creek. 
 Saugerties . . . 
 
 Sauquoit 
 
 Scarsdale 
 
 Schenevus . . . . 
 Schroon Lake . 
 Scio 
 
 6g 
 
 40 000 
 
 IS4 
 
 $5 900 
 21 7S0 
 1 8 000 
 40 000 
 
 l74 
 136 
 80 
 133 
 
 10 320 
 
 91 
 
 S25 000 
 
 $111 
 
 Scotia 
 
 Sea Cliff 
 
 Setauket ...... 
 
 Sharon Springs. 
 Sherman 
 
 Silver Springs. 
 Skaneateles . . . 
 Sloan 
 
 Smithtown Branch. 
 South New Berlin . 
 
 Southampton . 
 
 Spencer 
 
 Spencerport . . . 
 Spring Valley. 
 Springville. . . . 
 
 Springwater . 
 Stamford . . . 
 Stockton . . . . 
 
 Suffem 
 
 Tannersville . 
 
 6s 000 
 33 000 
 
 100 
 82 
 
 40 000 
 
 4S 000 
 
 82 
 
 13 600 
 
 40 000 
 32 000 
 
 133 
 128 
 
 47 
 
 142 000 
 
 179 
 
 S Soo 
 
 1 1 236 
 
 Truxton 
 
 Tuckahoe . . 
 Tupper Lake. 
 Tuxedo Park. 
 Varysburg . , . 
 
 Victor 
 
 Walden 
 
 Wappingers Palls. 
 
 VVaterville 
 
 Wayland 
 
 Weedsport 
 
 Wells 
 
 60 000 
 
 143 
 
 4 000 
 
 '7 
 
 83 
 
 18 000 
 40 000 
 
 112 
 133 
 
 33 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 New and remodeled buildings — (Concluded) 
 
 Figures in italics are for remodeled buildings 
 
 
 Cost of Improvements 
 
 1909-10 
 
 1910-1 I 
 
 I9II-I2 
 
 1912-13 
 
 1913-14 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 Total 
 
 Per pupil 
 
 
 
 
 
 
 
 
 
 
 
 
 WellsviUe 
 
 
 
 $22 000 
 80 000 
 
 $55 
 160 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 West Chazy 
 
 
 
 (5 JO 
 
 4 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 |i8 000 
 9 000 
 
 S129 
 45 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Wyoming 
 
 
 
 IS OOO 
 
 100 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
426 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 New and remodeled buildings, 1904-14 
 
 
 Number of New 
 
 Buildings 
 
 Number of Buildings Remodeled 
 
 
 5.'-5 
 
 
 
 
 Regis- 
 tration, 
 1914 
 
 a 3 
 «u ^ 
 
 
 1/5 
 
 1 
 
 
 o 
 
 1 
 
 in 
 
 0\ 
 
 
 00 
 
 1 
 
 Ot 
 
 1 
 
 00 
 
 
 0. 
 
 
 1 
 
 6. 
 
 0. 
 
 1 
 
 
 
 Ov 
 
 M 
 
 1 
 
 3i 
 
 
 T 
 
 1 
 
 ro 
 
 1 
 
 » 
 
 1 
 
 Mb 
 
 
 00 
 
 1 
 
 Ot 
 
 1 
 
 00 
 Oi 
 
 
 1 
 
 M 
 
 1 
 
 
 
 s 
 
 1 
 
 Oi 
 
 1 
 
 o> 
 
 1 
 
 Per cent ol 
 approved 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 20S 
 469 
 191 
 
 102 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 32 
 IS7 
 132 
 242 
 
 220 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Alfred 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 190 
 
 Allentown 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 95 
 
 91 
 248 
 399 
 
 222 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 113 
 119 
 396 
 MS 
 
 118 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 138 
 
 304 
 601 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 S3 
 S8 
 28 
 
 Baldwin 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 617 
 713 
 806 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 SO 
 
 152 
 73 
 26 
 
 Barker 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 263 
 719 
 764 
 235 
 177 
 
 Bath 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Bay Shore 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Belfast 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 160 
 
 Berlin 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 121 
 
 Big Flats 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 162 
 
 62 
 
 Blasdell 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 234 
 318 
 421 
 
 375 
 
 145 
 IS7 
 lOI 
 
 Bolivar 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 107 
 
 ISI 
 92 
 35 
 
 144 
 40 
 
 '56 
 172 
 33 
 67 
 19 
 
 222 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 166 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 153 
 230 
 
 222 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 3IS 
 
 275 
 116 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 391 
 373 
 373 
 
 225 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 14s 
 876 
 
 IS6 
 47 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 I 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 198 
 StO 
 
 627 
 
 177 
 72 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Canton 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 40 
 4S 
 
 121 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 222 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 174 
 
 Carthage . . . 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 612 
 
 25 
 
 127 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 197 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 186 
 
 134 
 
 S3 
 1 10 
 
 Charlotte 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 380 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 204 
 281 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 149 
 118 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 106 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 215 
 
 116 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 411 
 
 127 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 296 
 
 34 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 450 
 
 III 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 535 
 
 75 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 SOS 
 
 129 
 
 Copenhagen 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 139 
 
 to8 
 
 Corfu 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 1 06 
 
 36 
 58 
 
 
 
 
 
 
 2 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 690 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 440 
 
 114 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 S2S 
 
 57 
 ICQ 
 
 Cuba 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 377 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 190 
 
 105 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 455 
 
 88 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 89 
 
 112 
 
New 
 
 SCHOOL BUILDINGS AND GROUNDS 
 and remodeled buildings, 1904-14 — (Continued) 
 
 427 
 
 Dele van 
 
 Depew 
 
 DeRuyter. . . . 
 Dobbs Ferry. 
 Dolgeville . . . . 
 
 Dover Plains. . . 
 
 Downsville 
 
 Dryden 
 
 Earlville 
 
 East Bloorafield . 
 
 East Hampton . . 
 East Pembroke. 
 East Rochester . 
 East Springfield . 
 East Syracuse . . 
 
 East Worcester . . 
 
 Eastport 
 
 Eden 
 
 Ellenburg Depot. 
 EUenville 
 
 EUicottville . . . . 
 
 Ellington 
 
 Elmira Heights. 
 Evans Mills. . . . 
 Falconer 
 
 Farmingdale . 
 Felts Mills. . . 
 Forestport . . . 
 Fort Ann . . . . 
 Fort Edward. 
 
 Fort Plain . . . 
 Frankfort. . . . 
 Franklinville . 
 
 Freedom 
 
 Gainesville. . . 
 
 Gilbertsville. . 
 Good Ground . 
 
 Goshen 
 
 Gouvemeur . . 
 Granville .... 
 
 Great Neck . . . , 
 
 Greenville 
 
 Greenwich 
 
 Griffin Corners . 
 Hailesboro 
 
 Hamburg 
 
 Hammond 
 
 Hammondsport . 
 
 Hannibal 
 
 Harrison 
 
 Harrisville . . 
 
 Hartford 
 
 Hastings. . . . 
 Hemlock. . . . 
 Heuvelton . . 
 
 Hicksville. . . 
 Highland . . . 
 
 Hilton 
 
 Hinsdale. . . . 
 Holland 
 
 HoUey 
 
 Homer 
 
 Honeoye. . . . 
 Horseheads . 
 Hyde Park. 
 
 N'uMBER OF New Buildings 
 
 Number of Buildings Remodeled 
 
 Regis- 
 tration, 
 1914 
 
 Tft-3 
 
 104 
 
 650 
 
 172 
 
 172 
 
 87 
 
 532 
 
 90 
 
 618 
 
 24 
 
 I 5 
 
 210 
 
 237 
 
 loi 
 
 180 
 
 139 
 
 
 134 
 
 288 
 
 104 
 
 5 ' 7 
 
 31 
 
 173 
 
 35 
 
 779 
 
 92 
 
 
 115 
 
 886 
 
 1 7 
 
 
 216 
 
 123 
 
 1 95 
 
 231 
 
 130 
 
 1 73 
 
 
 767 
 
 
 262 
 
 70 
 
 I 10 
 
 136 
 
 604 
 
 29 
 
 137 
 
 128 
 
 689 
 
 30 
 
 393 
 
 09 
 
 117 
 
 128 
 
 112 
 
 107 
 
 
 
 841 
 
 18 
 
 468 
 
 13 
 
 854 
 
 47 
 
 451 
 
 67 
 
 52 
 
 
 1 10 
 
 
 140 
 
 214 
 
 140 
 
 X43 
 
 498 
 
 68 
 
 1 351 
 
 SO 
 
 845 
 
 30 
 
 572 
 
 87 
 
 121 
 
 165 
 
 SIO 
 
 118 
 
 206 
 
 97 
 
 69 
 
 130 
 
 593 
 
 135 
 
 162 
 
 93 
 
 300 
 
 100 
 
 ISS 
 
 65 
 
 670 
 
 90 
 
 288 
 
 104 
 
 103 
 
 121 
 
 643 
 
 106 
 
 H7 
 
 188 
 
 129 
 
 116 
 
 438 
 
 55 
 
 374 
 
 86 
 
 205 
 
 39 
 
 76 
 
 131 
 
 179 
 
 112 
 
 504 
 
 57 
 
 496 
 
 40 
 
 1 1 1 
 
 113 
 
 483 
 
 52 
 
 206 
 
 97 
 
 aT3 
 
 3.-= 
 0.3 
 
428 
 
 THE 
 
 New 
 
 UNIVERSITY OF THE STATE OF NEW YORK 
 
 and remodeled buildings, 1904-14 — {Continued) 
 
 Indian Lake. 
 Irvinj^ton . . . 
 Katonah .... 
 Kendall ... 
 Kenmore . . . 
 
 Kenwood ... 
 Leonardsville . 
 Lewiston .... 
 
 Liberty 
 
 Lindenhurst. . 
 
 Little Valley. 
 
 Lodi 
 
 Long Eddy. . 
 
 Luzerne 
 
 Lynbrook. . . . 
 
 Lyndon ville. . 
 
 Machias 
 
 Mahopac . . . . 
 Mamaroneck . 
 Manlius 
 
 Mannsville. . . 
 Margaretville . 
 Marlboro .... 
 
 Massena 
 
 Meridian .... 
 
 Middleport . 
 Middle viUe. 
 Mill brook. . 
 Mineola . . . 
 Minetto . . . 
 
 Minoa 
 
 Monroe 
 
 Montgomery . 
 Monticello . . . 
 Mooers 
 
 Mount Kisco. . . . 
 
 Naples 
 
 New Berlin 
 
 New Lebanon . . . 
 New Woodstock. 
 
 Newcomb 
 
 Newfield 
 
 Nichols 
 
 North Cohocton and Atlanta . 
 Northville 
 
 Oceanside 
 
 Odessa 
 
 Old Forge 
 
 Orient 
 
 Oriskany 
 
 Oswegatchie . . . 
 
 OtisviUe 
 
 Oyster Bay . . . . 
 Painted Post . . . 
 Palmyra 
 
 Patterson 
 
 Pavilion 
 
 Pelham Manor. 
 
 Penfield 
 
 Perry 
 
 Philmont 
 
 Pike 
 
 Pine Plains 
 
 Pittsford 
 
 Plcasantville . . . 
 
 Number of New Buildings 
 
 Number of Buildings Remodeled 
 
 Regis- 
 tration. 
 1914 
 
SCHOOL BUILDINGS AND GROUNDS 
 
 429 
 
 New and remodeled buildings, 1904-14 — (Continued) 
 
 
 Number of New Buildings 
 
 Number of Buildings Rbmodei-ed 
 
 
 
 0. 
 
 10 
 
 
 
 
 1 
 
 
 
 a 
 
 °? 
 
 
 
 a. 
 
 T 
 00 
 
 
 o> 
 
 
 
 1 
 
 
 
 » 
 
 T 
 
 
 N 
 
 T 
 
 a 
 
 1 
 
 T 
 
 1 
 
 
 
 Ov 
 
 "? 
 
 »o 
 
 
 
 
 1 
 
 
 
 
 °? 
 
 
 
 
 1 
 
 00 
 
 
 0- 
 
 
 
 7 
 
 
 
 o> 
 
 M 
 
 1 
 
 j 
 
 T 
 
 1 
 
 Port Jefferson 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 Port Washington 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Potsdam 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 Randolph 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Ravena 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Red Hook 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Redwood 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 Remsen 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Rhinebeck , 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 Rockville Center 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Roxbury 
 
 
 
 
 
 
 
 
 
 I 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Rye 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Sag Harbor 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 Salem 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 Sandy Creek 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 Saugerties 
 
 
 
 I 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Scarsdale 
 
 I 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Schroon Lake 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Scio 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Scotia ■ 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Sea Cliff 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 Skaneateles 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 2 
 
 
 
 
 
 
 
 
 
 
 
 Smithtown Branch 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 Southampton 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Spring Valley 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Springville 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ] 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 1 
 
 
 
 
 I 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Wells 
 
 
 
 
 I 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Wellsville 
 
 
 
 
 
 
 2 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 West Carthage 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Westhanipton Beach 
 
 
 
 
 
 
 
 
 
 I 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 Windham 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Regis- 
 tration, 
 1914 
 
 .i45 
 1126 
 228 
 400 
 
 J20 
 
 366 
 203 
 152 
 106 
 
 353 
 
 947 
 608 
 126 
 107 
 712 
 
 620 
 471 
 230 
 293 
 634 
 
 153 
 227 
 170 
 60 
 109 
 
 922 
 467 
 250 
 129 
 263 
 
 224 
 512 
 S03 
 205 
 too 
 
 729 
 199 
 
 285 
 931 
 551 
 
 79 
 273 
 
 83 
 5S7 
 214 
 
 95 
 565 
 864 
 422 
 
 52 
 
 341 
 840 
 418 
 360 
 298 
 
 325 
 1 1 1 
 106 
 925 
 320 
 
 139 
 474 
 256 
 147 
 402 
 117 
 
430 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Summaries 
 
 CITIES OR VILLAGES 
 
 Total 
 number 
 
 of new 
 build- 
 ings 
 
 Total 
 number 
 
 of re- 
 modeled 
 
 build- 
 ings 
 
 Total 
 number 
 of new 
 and re- 
 modeled 
 buildings 
 
 Capacity 
 OF Buildings 
 
 Cost of B jilkin 
 
 New 
 
 Re- 
 modeled 
 
 Total 
 
 New 
 
 Remodeled 
 
 Total 
 SSq Sl7 604 
 
 a In cities of the first and 
 second classes 
 
 444 
 138 
 
 
 444 
 
 
 
 6340 906 
 
 
 
 In cities of third class and 
 villages of sooo or more. . 
 
 In villages less than 5000 . . 
 
 69 
 
 
 
 
 
 207 
 
 62 006 
 
 21 450 
 
 83 456 
 
 $9 052 704 
 
 Si 919 202 
 
 $10 971 9o5 
 
 192 
 
 92 
 
 284 
 
 57 099 
 
 19 346 
 
 76 445 
 
 $6 283 522 
 
 $1 042 324 
 
 $7 325 846 
 
 
 
 
 
 
 
 
 
 $3 20:: 7S3 
 
 Grand total 
 
 
 
 
 
 
 
 
 
 774 
 
 161 
 
 935 
 
 119 105 
 
 40 796 
 
 500 807 
 
 $15 336 226 
 
 $2 961 526 
 
 SlII 31S 229 
 
 
 a Data not available where omitted. b Buffalo omitted. 
 
 Pupils Accommodated, by Years 
 
 CITIES OR VILLAGES 
 
 1004-5 
 
 1 90.1-6 
 
 1906-7 
 
 1907-8 
 
 190S-0 
 
 New 
 
 Remodeled 
 
 Total 
 
 j New 
 
 Remodeled 
 
 1 
 
 Total 
 
 New 
 
 Remodeled 
 
 Total 
 
 New 
 
 Remodeled 
 
 Total 
 
 New 
 
 E 
 Pi 
 
 Total 
 
 In cities of the first and 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 In cities of third class and 
 villages of Sooo or more 
 
 In villages less than sooo . . 
 
 
 
 
 
 
 
 
 
 7 820 
 
 
 
 
 
 
 
 3 863 
 
 I 718 
 
 S S8i 
 
 3 4S6 
 
 2 120 
 
 5 576 
 
 7 300 
 
 S20 
 
 7 597 
 
 2 480 
 
 10 077 
 
 5 500 
 
 I 474 
 
 6 974 
 
 5 440 
 
 I 373 
 
 6 813 
 
 2 802 
 
 I 490 
 
 4 292 
 
 6 570 
 
 2 245 
 
 8 8:5 
 
 4 32s 
 
 I 992 
 
 6 317 
 
 7 491 
 
 2 120 
 
 9 611 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Grand total 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 303 
 
 3 091 
 
 12 304 
 
 6 2.58 
 
 3 610 
 
 9 868 
 
 13 870 
 
 2 765 
 
 16 63s 
 
 II 922 
 
 4 47-' 
 
 16 394 
 
 I 2 091 
 
 3 594 
 
 16 5S5 
 
 
 Pupils Accommodated, by Years 
 
 CITIES OR 
 VILLAGES 
 
 1909-10 
 
 lyio-i I 
 
 1 9 1 1 - 1 2 
 
 1912-13 
 
 1913-14 
 
 New 
 
 Remodeled 
 
 Total 
 
 
 Remodeled 
 
 Total 
 
 New 
 
 ■a 
 
 c 
 E 
 
 ai 
 
 Total 
 
 New 
 
 Remodeled 
 
 ,1 
 
 Z 
 
 V 
 
 •c 
 
 c 
 
 E 
 
 ZJ 
 
 Oi 
 
 
 
 [n cities of the first and 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 [n cities of third class 
 and villages of sooo or 
 
 [n villages less than 5000 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 6 608 
 
 3 482 
 I 827 
 
 10 092 
 
 5 995 
 
 3 601 
 
 9 596 
 
 2 665 
 
 I 920 
 
 4 585 
 
 10 756 
 
 I 970 
 
 12 726 
 7 568 
 
 8 266 
 
 1 i6s 
 
 10 43t 
 
 4 308 
 
 6 I3S 
 
 7 555 
 
 66s 
 
 8 220 
 
 3 830 
 
 3 010 
 
 6 840 
 
 7 133 
 
 435 
 
 8 760 
 
 3 554 
 
 12 314 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 10 916 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 5 309 
 
 16 227 
 
 13 550 
 
 4 266 
 
 17 816 
 
 6 40s 
 
 4 930 
 
 II 425 
 
 17 889 
 
 i 405 
 
 20 294 
 
 17 02t> 
 
 5 7IQ 
 
 22 745 
 
SCHOOL BUILDINGS AND (JROUNDS 
 Summaries — {Continued) 
 
 Cost of Improvements, by Years 
 
 CITIES OR VILLAGES 
 
 1904-S 
 
 1905-6 
 
 1906-7 
 
 New 
 
 Remod- 
 eled 
 
 Total 
 
 New 
 
 Remod- 
 eled 
 
 Total 
 
 New 
 
 Remod- 
 eled 
 
 Total 
 
 In cities of the first and sec- 
 ond classes 
 
 
 
 Si- 903 363 
 
 
 
 $13 346 284 
 
 
 
 $13 803 378 
 
 In cities of third class and 
 villages of sooo or more. . . 
 
 In villages less than 5000. . . . 
 
 In rural districts 
 
 
 
 
 
 
 
 $396 902 
 
 $136 721 
 
 «S33 623 
 
 S510 583 
 
 $140 787 
 
 $6si 370 
 
 $545 819 
 
 $49 722 
 
 $595 541 
 
 $406 490 
 
 $45 500 
 
 $451 990 
 
 $376 000 
 
 $68 839 
 
 $444 839 
 
 $674 385 
 
 $125 368 
 
 $799 753 
 
 
 
 Si 10 764 
 
 
 
 $145 128 
 
 
 
 $184 799 
 
 Grand total 
 
 
 
 
 
 
 
 $803 392 
 
 S182 221 
 
 S18 999 740 
 
 S886 583 
 
 S209 626 
 
 S14 587 621 
 
 Si 220 204 
 
 Si 75 090 
 
 $15 383 471 
 
 Cost of Improvements, by Years 
 
 CITIES OR VILLAGES 
 
 1907-8 
 
 1908-9 
 
 1909-10 
 
 
 New 
 
 Remod- 
 eled 
 
 Total 
 
 New 
 
 Remod- 
 eled 
 
 Total 
 
 New 
 
 Remod- 
 eled 
 
 Total 
 
 In cities of the first and 
 second classes 
 
 
 
 Sio 392 704 
 
 
 
 $5 248 349 
 
 
 
 $1 860 722 
 
 In cities of third class and 
 villages of 5000 or more. 
 
 $932 730 
 
 $273 079 
 
 $1 205 809 
 
 S803 428 
 
 $215 187 
 
 $1 018 615 
 
 $933 988 
 
 $282 427 
 
 $1 216 415 
 
 In villages less than 5000 . . 
 
 S476 300 
 
 S137 070 
 
 $613 370 
 
 $702 292 
 
 $128 000 
 
 $830 292 
 
 $489 266 
 
 $92 000 
 
 S581 266 
 
 In rural districts 
 
 
 
 $220 607 
 
 
 
 $302 747 
 
 
 
 S318 188 
 
 
 
 
 
 
 
 
 Grand total 
 
 $1 409 030 
 
 $410 149 
 
 Si 2 432 490 
 
 $1505720 
 
 $343 187 
 
 $7 400 003 
 
 Si 423 254 
 
 $374 427 
 
 $3 976 591 
 
 
 Cost of Improvemexts, by Years 
 
 CITIES OR VILLAGES 
 
 1910-1 I 
 
 igi i-i 2 
 
 1912-13 
 
 New 
 
 Remod- 
 eled 
 
 Total 
 
 New 
 
 Remod- 
 eled 
 
 Total 
 
 New 
 
 Remod- 
 eled 
 
 Total 
 
 In cities of the first and see- 
 
 
 
 $7 363 424 
 
 
 
 $5 091 398 
 
 
 
 $8 410 980 
 
 In cities of third class and 
 villages of 5000 or more. . . 
 
 In villages less than 5000. . . . 
 
 
 
 
 
 
 
 $790 576 
 
 S226 896 
 
 $1 017 472 
 
 $348 221 
 
 $199 739 
 
 $547 960 
 
 S2 044 165 
 
 $186 380 
 
 $2 230 545 
 
 $774 150 
 
 $63 950 
 
 $838 100 
 
 $358 236 
 
 $199 330 
 
 $557 566 
 
 $714 245 
 
 $85 083 
 
 $799 328 
 
 
 
 $214 558 
 
 
 
 $315 926 
 
 
 
 S682 540 
 
 Grand total 
 
 
 
 
 
 
 
 $1 564 726 
 
 $290 846 
 
 $9 433 554 
 
 $706 457 
 
 $399 069 
 
 $6 512 850 
 
 $2 758 410 
 
 $271 463 
 
 $12 123 393 
 
 
432 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Summaries — (Concluded) 
 
 
 Cosr OF Improvements. • 
 BY Years 
 
 
 
 Nlmber of 
 
 Buildings, per Year 
 
 
 
 
 
 1904- 
 
 5 
 
 1905-6 
 
 1906- 
 
 
 i<;07-8 
 
 CITIES OR VILLAGES 
 
 New 
 
 Remod- 
 eled 
 
 Total 
 
 New 
 
 •0 
 
 73 
 
 
 
 6 
 PS 
 
 Total 
 
 New 
 
 Remodeled 
 
 Total 
 
 New 
 
 Remodeled 
 
 Total 
 
 New 
 
 ■c 
 
 J> 
 
 "3 
 •a 
 
 
 
 e 
 
 Total 
 
 In cities of the first and second 
 
 
 
 $1 029 645 
 
 75 
 
 
 75 
 
 58 
 
 
 58 
 
 59 
 
 
 59 
 
 44 
 
 
 44 
 
 In cities of third class and villages 
 of 5000 or more 
 
 $1 
 
 669 792 
 
 $208 264 
 
 $1 878 056 
 
 10 
 
 7 
 
 1 7 
 
 
 c. 
 
 16 
 
 20 
 
 1 
 
 21 
 
 15 
 
 6 
 
 21 
 
 In villages less than 5000 
 
 Ji 088 658 
 
 $134 684 
 
 $1 223 342 
 
 24 
 
 10 
 
 34 
 
 11 
 
 6 
 
 17 
 
 20 
 
 10 
 
 30 
 
 20 
 
 9 
 
 29 
 
 In rural districts 
 
 
 
 $707 S2fc 
 
 38 
 
 
 38 
 
 4 
 
 
 41 
 
 40 
 
 
 40 
 
 56 
 
 
 S6 
 
 Grand total 
 
 $2 
 
 758 450 
 
 $342 94!* 
 
 $A 838 si'Q 
 
 14 
 
 I- 
 
 164 
 
 IT 
 
 I ; 
 
 13 
 
 l,i< 
 
 1 1 
 
 150 
 
 13^ 
 
 15 
 
 ISO 
 
 Number of Buildings, per Year 
 
 CITIES OR VILLAGES 
 
 1908-0 
 
 I (;oy- 1 
 
 1 010- 1 1 
 
 191 I -I 2 
 
 1012-13 
 
 '013-1 1 
 
 
 •a 
 
 
 
 ■u 
 
 jj 
 
 
 
 •0 
 
 
 
 
 
 
 
 
 
 
 
 
 New 
 
 Remode 
 
 Total 
 
 New 
 
 'aj 
 
 ■a 
 
 
 S 
 
 Total 
 
 New 
 
 Remode 
 
 Total 
 
 New 
 
 Remode 
 
 Total 
 
 1 New 
 
 % 
 1 
 
 Total 
 
 New 
 
 j Remode 
 
 ■3 
 
 H 
 
 In cities of the first and second classes 
 
 32 
 
 
 32 
 
 25 
 
 
 25 
 
 34 
 
 
 34 
 
 25 
 
 
 25 
 
 40 
 
 
 40 
 
 S 
 
 
 52 
 
 In cities of third class and villages 
 of sooo or more 
 
 13 
 25 
 
 4 
 
 17 
 
 13 
 16 
 
 14 
 
 6 
 
 2 
 
 16 
 
 II 
 
 29 
 25 
 
 
 ( 
 
 13 
 24 
 
 19 
 22 
 
 6 
 
 25 
 
 It 
 
 5 
 
 21 
 
 In villages less than 5000 
 
 
 32 
 
 22 
 
 20 
 
 5 
 
 1 1 
 
 13 
 
 5 
 
 27 
 
 28 
 
 15 
 
 43 
 
 
 
 
 
 
 
 
 In rural districts 
 
 S3 
 12 
 
 
 S3 
 
 13 ' 
 
 29 
 
 8 
 
 
 21, 
 10 
 
 
 
 46 
 131 
 
 64 
 10 
 
 
 64 
 12' 
 
 116 
 
 
 116 
 
 133 
 
 
 133 
 
 249 
 
 Grand total 
 
 
 2 
 
 i( 
 
 I 
 
 11)7 
 
 I ! 
 
 208 
 
 .0 
 
 
 
 
 
 
 
 
 
 
Some touches of Nature around an old-time wayside schoollioiisL, in a ricli^ 
 prosperous district of the Mohawk Valley 
 
INDEX 
 
 Adirondack country school, no 
 
 Afton High School, 121 
 
 Alabama, district 8, 72 
 
 Albany, school 14, 234; detail, 329 
 
 Albany High School, 263; details, 331 
 
 Alfred, grade building, 106 
 
 Alfred Station, 77 
 
 Angelica, Wilsonian High School, 156 
 
 Architect, choice of, 18 
 
 Arkport Union School, 114 
 
 Assembly rooms, pictures, 338 
 
 Athletic fields, pictures, 265 
 
 Auburn, Seward School, 142; heating and 
 
 ventilating system, 292 
 Auditoriums, 41; pictures, 339 
 Ausable Forks High School, laboratory, 304 
 
 Ballston Spa, elementary school, 148 
 Balmville, garden, 278 
 Barrytown, garden, 280 
 Batavia, garden of district near, 280 
 Batavia, district 6, grounds, 273 
 Baths and swimming tanks, pictures, 322 
 Bedford, district 11, 69; district 3, 75; dis- 
 trict 2, 79; district 5, 93; district 6, 96 
 Bibliography, 375 
 
 Binghamton High School, 230; interior 
 
 views, 303 
 Blackboards, 48; pictures, 361 
 Boonville High School, 178; coat closet, 
 
 347 _ 
 
 Briarcliff Manor, BriarclifF Union School, 
 
 166; vent flue, 288; grade room, 345 
 Brighton, district 7, 97; toilet, 355 
 Bronx, Crotona Park, athletic field, 275 
 Brooklyn, Commercial High School, lunch 
 room, 351 
 
 Brooklyn, a grammar school, corridor, 337 
 
 Brooklyn, Erasmus Hall High School, 262; 
 mantelpiece, 302; recitation room and 
 laboratory, 306; laboratory, 307; corridor, 
 337; auditorium, 341; library, 344; clerical 
 assistant's office, 349 
 Brooklyn, public school 167, 248; cooking 
 room, 312; wood shop, 314; gymnasium, 
 321; shower baths, 324; stairway, 334; 
 grade science room, 345; coat closet, 348; 
 medical examiners room, 349; kinder- 
 garten, 350; teachers' rest room, 352 
 Brown ville-Glen Park High School, 112 
 BulFalo, grammar school drill, 277 
 Buffalo, school 17, a pleasing corner, 367 
 Buffalo, school 23, open-air room, 353; wash 
 room, 354 
 
 Buffalo, school 56, 244; sewing room, 311; 
 baths and swimming pool, 322; coat closet, 
 347 
 
 Buffalo, Technical High School, 260 
 Buildings, law, 9; summary of regulations 
 governing approval of plans, 11; location, 
 18; orientation, 18; cost, 19; height, 19; 
 statistics of construction, 395; 
 
 pictures and plans: buildings not larger 
 than eight-room type, 67; for elementary 
 and academic work in smaller villages, 
 III; in larger villages and cities of third 
 class, 125; combination buildings for ele- 
 mentary and academic work, 151; high 
 school, 203; elementary, technical and 
 high school buildings in cities of first and 
 second classes, 233 
 
 Canandaigua, district 9, 70; grounds, 267, 
 
 282; grade room, 346 
 Canandaigua Academy, 218; grounds, 270; 
 
 fire protection, 359 
 
 43: 
 
436 
 
 INDHX 
 
 Camlllus, 92 
 
 Canaan Pour Corners School, 
 Candor High School, 153 
 Canton High School, 155 
 Capron, 86 
 
 Carlton, district 14, 82 
 
 Chairs, pictures, 361 
 
 Chatham Center School, 95 
 
 Chatham High School, 196; grounds, 272; 
 
 library, 343 
 Chautauqua High School, 117 
 Cleaning, 54; pictures, 360 
 Clinton Heights School, 97 
 Cloakrooms, 37; pictures, 347 
 Coal consumption chart, 30 
 Cobleskill High School, 124 
 Commercial rooms, 40; pictures, 318 
 Cooking rooms, pictures, 312 
 Cooperstown High School, 172 
 Corinth, a grade school, 98 
 Corinth, heating and ventilating system, 291 
 Corning, North Side High School, 202 
 Corridors, 36; pictures, 333 
 Cortland, district 12, 74 
 Cortland, Pomeroy School, loi 
 Cortland, school 6, heating and ventilating 
 
 system, 288 
 Cuba High School, 162 
 
 Darien, district 14, 72 
 
 Decoration, 50; pictures, 365 
 
 Deposit High School, 124 
 
 De Ruyter High School, 123 
 
 DeWitt Clinton High School, New York, 
 entrance, 326; mural paintings, 332; cor- 
 ridor, 335; auditorium, 341 
 
 DeWitt Clinton Park garden. New York, 28 1 
 
 Drawing rooms, 43; pictures, 319 
 
 Drinking tacilities, 37; pictures, 362 
 
 Drum Hill High School, Peekskill, 190; 
 laboratory, 306; cooking room, 313; baths, 
 323; staircase, 335; toilet, 356 
 
 Dryden High School, 122 
 
 Dunkirk High School grounds, 274; labora- 
 tories, 305, 306; cooking room, 312; gym- 
 nasium, 320 
 
 East Bloomtield High School, 160; grounds, 
 283; engine room and water system, 288; 
 assembly room, 338; teachers' rest room. 3 52 
 East Coldenham, 70 
 East Schuyler, district 3, grounds, 273 
 East Worcester Union School, 123 
 Egypt, town of, district school, grade room, 
 34^' 
 
 Elementary schools, pictures and pi ins, 67; 
 in larger villages and cities of third class, 
 125; combination buildings for elementary 
 and academic work, 151; in cities of first 
 and second classes, 233 
 
 Elllicott, district 10, 69 
 
 Ellsworth School, Poughkeepsie, 140; audi- 
 torium, 339; coat closet, 347; toilet, 356 
 Elmira Free Academy, 220 
 Elsmere, 77 
 
 Entrances, 36; pictures, 326 
 
 Erasmus Hall, the old, 261 
 
 Erasmus Hall High School, Brooklyn. 262; 
 mantelpiece, 302; recitation room and 
 laboratory, 306; laboratory, 307; corr dor, 
 337; auditorium, 341, library, 344; clerical 
 assistant's office. 349 
 
 Fairmont, district 3. 92 
 
 Fairview Garden, ^ onkers, 279 
 
 Falconer High School, laboratory, 304; 
 
 auditorium, 340 
 Fenimore, district 9, 71 
 Fire protection, 12, 23; pictures. 357 
 Floors, 47 
 
 Franklinville, Ten Broeck Free Academy, 147 
 Fredonia State Normal School, library, 343 
 
 Gardens, to; pictures, 265; under auspices 
 
 of Woman's Club of Albany, pictures, 371 
 Garrison-on-Hudson, 87 
 Glen Cove, an elementary school, 138 
 Glen Cove High School, grounds, 270; fire 
 
 protection, 359 
 Cilens Falls, a grade school, loi 
 (liens Falls High School, 204; cooking room, 
 
 313; wood shop, 315; drawing room, 319; 
 
 section of corridor, 367 
 
INDEX 
 
 437 
 
 Cllciiville, district I2, 76; district 3, S6; 
 
 district 10, 89 
 Gloversville High School, 216; drawing 
 
 room, 319; auditorium, 340 
 Goshen High School, 16S 
 Gouverneur High School, 231 
 Grade rooms, pictures, 345 
 Greece, district 6, S3; district 15, 96, 33S; 
 
 district i, 14S 
 Greenwich High School, 154 
 Griffith Institute, Springville, 180 
 (Grounds, 57; pictures, 265; improvement, 
 
 384; suggested arrangement for a district 
 
 school, 286 
 
 Gymnasiums, pictures, 320; outdoor gym- 
 nasium, 277 
 
 Hamburg, district 7, 80 
 Hamdton, district 3, 8:5 
 
 Harrison, district 2, grounds, 266; district i, 
 
 grounds, 267 
 Hawthorne Union School, 103 
 Heating, 14, 28; plants, pictures, 287 
 Hempstead, elementary school, 149 
 Herkimer, Steuben Street School, 105 
 Herkimer High School, 231 
 High schools, types of construction, 21; 
 
 buildings, pictures and plans, 203; in 
 
 cities of first and second classes, 233 
 Hilburn Union School, 108; baths, 324 
 Hinsdale Union School, 115 
 Hornell, Washington School, 12S; wood 
 
 shop, 314 
 
 Hudson Falls public schools, grounds, 269 
 Humidity, 14, 33 
 
 Huntington High School, 174; commercial 
 room, 318 
 
 Ilion High School, 198 
 Inwood High School, Lawrence, 202 
 Irvington-on-Hudson, High School, 194 
 Ithaca High School, 222 
 
 Jamestown, school 5, heating and ventilat- 
 ing system, 294 
 Jamestown, school 6, 132; stairway, 333 
 
 Janitor service, 54; pictures, 360 
 Johnstown High School, 20S; science lecture 
 
 hall, 308; commercial room, 31S; vacuum 
 
 cleaning, 360 
 
 Keene Valley, 87 
 Kindergartens, pictures, 350 
 Kingston High School, 228 
 
 Laboratories, 40; pictures, 301; diagrams, 
 
 309, 3 10 
 Lansingburg, grade library, 343 
 Lansingburg Academy, the old, 214 
 Lansingburg High School, North Trov, 214; 
 
 hood for carrying off fumes, laboratory, 
 
 307; science lecture hall, 308; drawing 
 
 room, 319; corridors and stairway, 334; 
 
 teachers' rest room, 352; fire protection, 
 
 357, 358; study hall, 365 
 Lantern outfits and screens, pictures, 368 
 La Salle, district 5, 81 
 Law relating to school buildings, 9 
 Lawrence (Inwood) High School, 202 
 LeRoy High School, 186; grounds, 285; 
 
 stairway and corridors, 335 
 Libraries, 39; pictures, 342 
 Lighting, 13, 26 
 Long Lake, school, 3, 74 
 Long Lake Branch School No. i, 88 
 Lunchrooms, pictures, 351 
 Luzerne High School, 158 
 Lynbrook High School, 201 
 Lyndenhurst Union School, 201 
 
 Machine shops, pictures, 315 
 Manhattan, school 21, open-air school, 354 
 Manhattan, school 188, roof playground. 
 275 
 
 Mattituck Union School, iiS 
 Mayflower School, New Rochelle, 134; stair- 
 way, 334; fire protection, 358 
 Mechanicville High School, 230 
 Menands School, 94 
 
 Mohegan Lake, 84; a district school library; 
 342 
 
 Moreau, district 9, 71; grounds, 282 
 
438 
 
 INDEX 
 
 Monroe High School, 170 
 
 Mount Pleasant, Pocantico Hills, district 3, 
 
 grounds, 268 
 Mount Vernon, School of Industrial Arts, 
 
 254 
 
 Nature study, 59; pictures of gardens, 265 
 
 New Castle, district 8, 79; district 8, grade 
 room, 346; district 7, 91 
 
 New Hartford, district 2, 86 
 
 New Lebanon Union School, 123 
 
 New Rochelle, Mayflower School, 134; stair- 
 way, 334; fire protection, 358 
 
 New Rochelle, Winyah Avenue School, 
 144 
 
 New Rochelle High School, 229; roof play- 
 grounds, 277; grounds, 283 
 
 New Windsor, district i, 98 
 
 New York, school 95, 246 
 
 New York, school 159, gymnasium, 320; 
 entrance, 327; detail, 330 
 
 New York, school 165, detail, 330 
 
 New York, DeWitt Clinton High School, 
 entrance, 326; mural paintings, 332; cor- 
 ridor, 335; auditorium, 341 
 
 New York, DeWitt Clinton Park garden, 
 281 
 
 New York, Stuyvesant High School, 258; 
 trade school laboratories, 316, 317; de- 
 tail, 328 
 
 New York, Washington Irving High School, 
 256 
 
 New York, see also Manhattan 
 
 New York State College for Teachers, 
 Albany, pictures, 65; fire protection, 359; 
 McClelland chair, 361 
 
 Newburgh, Broadway School, 136; audi- 
 torium, 340; toilet, 356 
 
 Newburgh, district i, corridor and stair- 
 way, 333 
 
 Newburgh, district 10, 70; grade room, 346 
 Newfane, district 10, 84 
 Niskayuna, district 2, 90; toilet, 355 
 North lonawanda High School, cooking 
 
 room, 312; wood shop, 314; machine shop, 
 
 315 
 
 Norwood High School groun ds, 269 
 
 Ogdensburg Free Academy, 210 
 
 Olean, school 10, 137; assembly room, 338; 
 
 grade room, 345; coat closet, 348 
 Olean High School, wood working exhibit, 
 
 315 
 
 Oneida, North Side elementary school, 127; 
 removable chalk trough and built-in book- 
 case, 360 
 
 Oneida High School, laboratory, 304; cor- 
 ridor and stairway, 333 
 
 Oneonta High School, 184; heating and 
 ventilating system, 288; corridor and stair- 
 way, 334; corridor, 336; corridor, friezes, 
 statues and pictures, 366 
 
 Open-air schools, pictures, 353 
 
 Orchard Park, 119 
 
 Ossining High School, 206; laboratory, 306; 
 
 science lecture hall, 308; removable chalk 
 
 tray, 361; study hall, 365 
 Owego, elementary school, 148; heating and 
 
 ventilating system, 296; coat closet, 348; 
 
 kindergarten, 350 
 Oyster Bay, district 14, 78; district i, 100 
 
 Peekskill, Drum Hill High School. 190; 
 laboratory and lecture room combined, 
 306; cooking room, 313; baths, 323; stair- 
 case, 335; toilet, 356 
 
 Physical training, 58; pictures of athletic 
 fields, 265 
 
 Pictures and plans, 67 
 
 Piercefield Union School, 113; drinking 
 facilities, 364 
 
 Pierson High School, Sag Harbor, 188 
 
 Plans, must be approved, 9; summary of 
 regulations governing approval, 11; pict- 
 ures and plans, 67 
 
 Plattsburg High School, 212 
 
 Playgrounds, 58; pictures, 275 
 
 Pleasantville High School, 152 
 
 Plumbing, 46 
 
 Pocantico Hills, district 3, Mount Pleasant, 
 
 grounds, 268; playgrounds, 276 
 Pomeroy School, Cortland, lOi 
 
INDEX 
 
 439 
 
 Poolville, 85 
 
 Port Washington High School grounds, 271 
 PoLighkeepsie, Ellsworth School, 140; audi- 
 torium, 339; coat closet, 347; toilet, 356 
 Poughkeepsie High School, 226 
 
 Queens, school 83, athletic field, 275 
 
 Raquette Lake, no 
 Rhinebeck, district 3, grounds, 268 
 Rhinebeck, district 12, library, 342 
 Rhinebeck High School, laboratory, 304; 
 
 cooking room, 312 
 Riverhead, district 10, 88; library, 342 
 Rochester, open-air school, 353 
 Rochester, school 7, grounds, 271; attractive 
 
 corner, 366 
 Rochester, school 14, kindergarten, 350 
 Rochester, school 20, 242; swimming pool, 
 
 322; shower baths, 323; auditorium, 340; 
 
 dental clinic and special classroom, 349; 
 
 fire protection, 357; movable blackboard, 
 
 361; Moulthrop chair, 361 
 Rochester, school 23, 243; teachers' rest 
 
 room, 352 
 
 Rochester, school 26, 237; sewing rooms, 311; 
 gymnasuim, 321; baths and swimming 
 pool, 322; fire protection, 357 
 
 Rochester, West High School, 263; com- 
 mercial room, 318; gymnasium, 320; 
 lunch room, 351 
 
 Rome, elementary schools, 149 
 
 Rotterdam, district 14, 102 
 
 Rotterdam Union School, 124 
 
 Rural schools, pictures and plans, 67; 
 sketch for one room rural school, 73 
 
 Russell Union School, 116 
 
 Rye, playgrounds, 276 
 
 Sag Harbor, Pierson High School, 188; 
 grounds, 274 
 
 Salamanca High School, 229; grounds, 272, 
 284; gymnasium, 321; corridor and stair- 
 way, 336 
 
 Sanitation of school buildings, 391 
 
 Saratoga Springs, school 4, 130; heating 
 and ventilating system, 298; coat closet, 
 347 
 
 Saugerties High School, 182 
 
 Schenectady, playground and outdoor gym- 
 nasium, 277 
 
 Schenevus High School, 120 
 
 Schoolroom decoration, 50; pictures, 365 
 
 Schuyler Lake, heating and ventilating 
 system, 290 
 
 Seneca Castle, 83 
 
 Seward School, Auburn, 142; heating and 
 
 ventilating system, 292 
 Sewmg rooms, pictures, 3 1 1 
 Shrubbery, 386 
 
 Skaneateles High School, 176; grounds, 284 
 
 Smithtown, district 6, 93 
 
 Solvay High School, forge room, 315 
 
 South Westerlo, a district school library, 
 
 . 342 
 
 Southampton High School, 200 
 Southold, district 3, 77; district 15, 80 
 Special rooms, pictures, 32 ^ 
 Spnngville, Grifiith Institute, iSo 
 Stafford, district 6, 96 
 Stairways, 36; pictures, 333 
 Statistics of school building construction, 
 395 
 
 Stuyvesant High School, New York, 258; 
 trade school laboratories, 316, 317; detail, 
 32S 
 
 Suffern High School, 164; assembly room, 
 
 338; coat closet, 348 
 Swimming tanks, pictures, 322 
 Syracuse, Central High School, laboratory, 
 
 305, 307; auditorium, 339; library, 344 
 Syracuse, Delaware School, 238 
 Syracuse, North High School, 250; science 
 
 lecture hall, 308 
 Syracuse, Salina School, 249; cooking room, 
 
 313; wood shop, 314 
 
 Teachers' rest rooms, pictures, 352 
 Technical schools, pictures and plans, 233 
 Temperature, 33 
 
440 
 
 INDEX 
 
 1 en Broeck Free Academy, Franklinville, 147 
 Toilet facilities, 44; pictures, 355 
 I'onawanda, drinking facilities, 364 
 lOnawanda, district 4, 81; district i, 95 
 I rade school laboratories, pictures, 316 
 Tribes Hill, playground, 276 
 Troy, public school i, 240; grade library, 342; 
 
 grade room, 345; coat closet, 348 
 Troy, public school 12, heating and ventilat- 
 ing system, 300 
 Tuckahoe, Wilmont School, 104; fire protec- 
 tion, 357 
 1 ullv, playgrounds, 276 
 
 Utica, Potter Street School, 236; toilet, 356; 
 
 vacuum cleaning of erasers, 360 
 Utica Free Academy, 252; laboratory, 305; 
 
 commercial room, 318; lunch room, 351 
 
 Ventilation, 14, 28; plants, pictures, 287 
 Vocational training, rooms for, 41; pictures, 
 301 
 
 Washington Irving High School, New 
 York, 256 
 
 Waterman-Waterbury room heater, 289 
 Waterport, 82 
 
 Watertown, State Street building, 126 
 
 Waverly High School, 192 
 
 Weedsport High School, 201; corridor and 
 stairway, 333 
 
 Wellsville, Martin Street building, 146 
 
 Wellsville High School, cooking room, 313 
 
 Westville, playground. 278 
 
 White Plains High School, 224; laboratory, 
 305; drawing room, 319; library, 343; fire 
 protection, 359 
 
 Wilmont School, 1 uckahoc, 104; hre pro- 
 tection, 357 
 
 Wilsonian High School, Angelica, 156 
 
 Wood shops, pictures, 314 
 
 Woodlawn Union School, 109 
 
 Yonkers, gardens, 279 
 \ orktown, 74 
 
 i 
 
 Section 
 
INDEX TO ASSEMBLY DOCUMENTS 1917 
 
 A Doe. No. 
 
 Agriculture, State Department, annual report 11 
 
 Albion, Western House of Refuge for Women, annual report 22 
 
 American Scenic and Historic Preservation Society, annual report 51 
 
 American Society for Prevention of Cruelty to Animals, annual report. ... 43 
 
 Antietam battlefield, report of New York Monuments Commission 23 
 
 Assembl}^ bills, supplemental index 62 
 
 committees, list 3 
 
 members 1 
 
 B 
 
 Batavia, New York State School for the Blind, annual report 33 
 
 Bath, New York State Soldiers' and Sailors' Home, annual report 5 
 
 Bills, Assembly, supplemental index 02 
 
 Blind, New York Institute for the Education of, annual report 34 
 
 Blind, New York State Commission for, annual report 12 
 
 Blind, State School, for, annual report 33 
 
 Boards, commissions and departments, see specific names of. 
 
 Bronx Parkway Commission, report 7 
 
 Buffalo, LeCouteulex St. Mary's Institution for Deaf Mutes, annual report 39 
 
 C 
 
 Canals, report of Comptroller relating to expenditures on 28 
 
 Central New York Institution for Deaf Mutes, Rome, annual report 40 
 
 Charitable institutions, annual report of Commission on sites, grounds 
 
 and buildings 30 
 
 Charities, Fiscal Supervisor, annual report 49 
 
 State Board of, answer to report of Commissioner Strong S 
 
 Chattanooga battlefield, report of New York Monuments Commission .... 23 
 Commissions and departments, see specific names of. 
 
 Committees of the Assembly 3 
 
 Comptroller, State, annual report 20 
 
 report on expenditures 16 
 
 report on expenditures on the canals 28 
 
 special report on municipal accounts 61 
 
 Conrad Poppenhusen Association, annual report ^2 
 
 Conservation Commission, annual report 59 
 
 Cornell University, State Veterinary College, annual report 56 
 
 Crime, statistics of, annual report of Secretary of State 17 
 
 D 
 
 Deaf mutes, institutions for the instruction of 40, 41, 42, 45 
 
 Departments, see specific names of. 
 
 E 
 
 Education Department, annual report 50 
 
 Excise, Commissioner of, annual report 29 
 
 F 
 
 Fire Island State Park Commission, annual report 14 
 
 Fiscal Supervisor of State Charities, annual report 49 
 
 Foods and Markets, State Department of, annual report 55 
 
2 
 
 G Doc. No. 
 
 Gettysburg, battlefield of, report of New York Monuments Commission on 23 
 
 Governor's message 2 
 
 Grand Army of the Republic, annual report 58 
 
 H 
 
 Health, State Department, annual report 57 
 
 Health Ofiicer, Port of New York, annual report 21 
 
 Historian, State, annual report 54 
 
 Hospital Commission, annual report 9 
 
 report on needs for additional accommodations for the insane 6 
 
 I 
 
 Industrial Commission, annual report 46 
 
 J 
 
 Jewish Protectory and Aid Society, annual report 44 
 
 Juvenile Delinquents, Society for the Keformation of, annual report 35 
 
 L 
 
 LeCouteulx St. Mary's Institution for Deaf Mutes, Buffalo, annual report 39 
 
 Library, State, annual report 18 
 
 M 
 
 Malone, Northern New York Institution for Deaf Mutes, annual report. . 45 
 Markets, see Foods and Markets. 
 
 Members of the Assembly 1 
 
 Message from the Governor 2 
 
 Moving picture industry, report of committee to investigate 25 
 
 Municipal accounts, special report of Comptroller on 61 
 
 Museum, State, annual report 60 
 
 N 
 
 Nautical School, New York State, annual report 4 
 
 New York City, Institution for the Improved Instruction of Deaf Mutes, 
 
 annual report 42 
 
 New York Commercial Tercentenary Commission, report 52 
 
 New York Institute for the Education of the Blind, annual report 34 
 
 New York Institution for Deaf Mutes, Malone, annual report 45 
 
 New York Institution for the Instruction of the Deaf and Dumb, annual 
 
 report 41 
 
 New York Juvenile Asylum, annual report, of Children's Village 37 
 
 New York Monuments Commission, report 23 
 
 New York Society for the Prevention of Cruelty to Children, anuual 
 
 report 53 
 
 New York State Commission for the Blind, annual report 12 
 
 New York State Hospital for Incipient Pulmonary Tuberculosi.s, annual 
 
 report 24 
 
 New York State Hospital for the Care of Crippled and Deformed Chil- 
 dren, annual report 19 
 
 New York State Library, annual report 18 
 
 New York State Museum, annual report 60 
 
 New York State Nautical School, aniuial report 4 
 
 New York State School for the Blind, Batavia, annual report 33 
 
 New York State Soldiers' and Sailors' Home, anuual report 5 
 
 New York State Veterinary Collegi-, annual report 66 
 
 Newtown Battlefield Reservation Coniiiiission. report 47 
 
 Niagara Falls, State Reservation at, annual report 10 
 
 Northern New York Institution for Deaf Mutes, Malone, annual report.. 45 
 
3 
 
 Doc. No 
 
 Oxford, Woman's Relief Corps Home, annual report ^3 
 
 P 
 
 Palisades Interstate Park Commission, annual report 27 
 
 Port of New York, Health OflScer, annual report 21 
 
 R 
 
 Racing Commission, annual report 36 
 
 Ray Brook, New York State Hospital for Incipient Tuberculosis, report. . 24 
 
 Rome, Central New York Institution for Deaf Mutes, annual report 40 
 
 Rome State Custodial Asylum, annual report 15 
 
 S 
 
 Secretary of State, annual report on statistics of crime 17 
 
 Sites, grounds and buildings, commission on, annual report 30 
 
 Society for the Prevention of Cruelty to Animals, annual report 43 
 
 Society for the Reformation of Juvenile Delinquents, annual report 35 
 
 Spanish War Veterans, report 31 
 
 Standing committees, see Committees. 
 
 State boards, commissions and departments, see specific names of. 
 
 State Library, annual report 1 
 
 State Museum, annual report 6 
 
 Statistics of crime, annual report of Secretary of State 1 
 
 Supplemental index of Assembly bills 6 
 
 Syracuse State Institution for Feeble-Minded Children, annual report .... 2 
 
 Treasurer, State, annual report , 
 
 U 
 
 United Spanish War Veterans, annual report 
 
 V 
 
 Veterinary College, State, annual report 
 
 W 
 
 Watkins Glen Reservation Commission, annual report 
 
 Western House of Refuge for Women, Albion, annual report 
 Woman's Relief Corps Home, annual report