School sanitation and decoration; a practical study of health and beauty in their relation to the public schools

Front matter

Chap. Copyright No...

Shell --V „

UNITED STATES OF AMERICA.

Foreword

Our country shall be filled with a race of royal men and women. They will be strong and beautiful, for they will have physical and intellectual health. They will be righteous and happy, for they will have the piety so happily defined by Dr. William T. Harris, — " the piety not merely of the heart, but the piety of the intellect that beholds truth, the piety of the will that does good deeds wisely, the piety of the senses that sees the beautiful and realizes it in works of art."

It is hoped that this little book may contribute to the forces which are cooperating to produce the crowning race in America.

in

Contents

PAGE

Introduction xiii

Purpose of the book. Danger in treating the subject too rabidly. Modern educational methods tend to make school work as easy as possible. Tendency to improve architecture and sanitary condition. Results of improvements, rounding out the characters of pupils and bettering their health.

CHAPTER II (Bohn)

Construction and Requirements of School Buildings 8 Development of schoolhouse architecture. Sanitary laws. The financial problem. Construction requirements. Protection from fire. The exterior design. The interior design. Special problems : one, two, four, and eight room buildings.

CHAPTER III (Burrage)

Principles of Ventilating, Heating, and Lighting . 33 How air is vitiated. Effects of bad air. Ventilation requirements. Tests for bad air. Methods of ventilating. Natural ventilation. Artificial ventilation. Gravity and fan systems. Amount and direction of light. Effects of bad lighting. Artificial lighting. Laws regulating window space abroad.

vi CONTENTS

CHAPTER IV (Burrage) PAGE

Discussion of sanitaries, sewerage disposal, and provision for pure and sufficient water supply. Methods of drinking. Baths. Care of school building. General duties of janitor. Cleaning, sweeping, dusting, care of closets. Importance of sanitary inspection.

CHAPTER V (Burrage)

Desks, blackboards. Special accommodations for sick teachers and pupils. Drinking cups and drinking fountains.

CHAPTER VI (Bailey)

Character. — A study ; not merely a workshop or a parlor. Should be convenient and beautiful. What constitutes a beautiful room.

Finish. — Selection of wood: oak, its advantages of texture and color ; ash, special value from cheapness and color ; North Carolina pine, special values under certain conditions of light, etc. Whitewood, disadvantages. Finish for natural woods. Painted, finish, advantages and disadvantages.

Walls and Ceiling. — Selection of color according to conditions of light, finish, etc. Advantages of oil colors. Character of surface to serve well as a background for pictures and other art objects. Suggestion for coloring.

Window Shades. — The inside blind. Venetian blinds. Curtains : color, hanging, etc.

Other Permanent Furnishings. — Desks. Book-cases. Cabinets. The school bulletin.

CONTENTS vii

PAGE

CHAPTER VII (Bailey)

Danger of over-decoration. Examples of bad and good decoration :

Pictures : — Kind of pictures ; subjects ; framing ; hanging. Graded list of pictures."

Casts. — Selection with reference to position, lighting, etc. ; tone ; hanging. Graded list of casts.

Other Beautiful Objects. — Selection with reference to color, form, and use.

Flowers. — Window gardens ; potted plants; cut flowers. Use as a means of culture.

CHAPTER XII (Bailey)

Beauty in all school work supplementary to beauty in schoolroom. Beautiful environment insufficient of itself. Beauty of room reflected in beautiful work.

Adaptation, arrangement, enrichment. Examples of applied art from the work of teacher throughout day. Relation of good decorations to daily work.

Results in nature study, history, geography. Literature. Picture study. Secured by forethought as to materials, arrangement, color, finish.

Examples of the work of pupils.

APPENDIX 185

A classified list of works of art suitable for schoolroom decoration.

LIST OF ILLUSTRATIONS

PHOTOGRAVURES

Moses Frontispiece.

From the Colossal Statue by Michael Angelo.

FACING PAGE

The Three Fates xvi

From the Pediment of the Parthenon.

Spring 4 2

From Painting by Corot.

The Golden Stair 5 8

From Painting by Burne-Jones.

The Escaped Cow . . . . ■ . . . .74

From Painting by Dupre.

The Gleaners I 3&

From Painting by Millet.

Aurora I S 2

From Painting by Guido Reni.

Holy Family .168

From Painting by Murillo.

PLATE

V. Plates

View of Twelve-room Schoolhouse Entrances to Public Schools No. 10 and No

napolis, Ind

View of an Attractive School Cabinet . Stairway Landing and Assembly Hall . Plan for One-room Building .

ix

45, India-

18 20 22 26

LIST OF ILLUSTRATIONS

XXX. XXXI

FACING

detached

Plan for One-room Building (with

View of One-room Building, Center Township,

Porter County, Ind 28

Plan for One-room Building (with teacher's position behind the pupils) 30

Plan for Two-room Building . . . 31

Plan for Four-room Building .... 32

Plan for Eight-room Building, with Assembly Hall 33

View of Eight-room Building, with Assembly Hall 34

View of Eight-room Building 35

Corner of a Kindergarten Room, Indianapolis, Ind. 82

An Attractive Window-Garden, Pasadena, Cal. . 83

By the River-Side. From Painting by Le Rolle. . 90

The Lion of Lucerne. T/iorwaldsen ... 92

Reading Homer. Alma-Tadema .... 93

View of an Over-Decorated Schoolroom . . 94

View of a Well-Decorated Schoolroom . . 95 View of a Well-Framed Picture. (Caritas, Abbot

TJiayer) 106

Cast of Madonna and Child. Donatello. (View under full front light) . . . . .108

View of the same under a side light . . . 109 View of the same under selected side light . .110 (a) Bambino. Luca delta Robbia. {p) Lion.

Barye. (c) St. John. Donatello . . .111 View of Assembly Hall, High School, Medford, Mass. . . . . . . . .112

View of High School Library, Springfield, Mass. 113 (a) The Fighting Te'meraire. Turner, (b) Feeding Her Birds. Millet, (e) Notre Dame de

Paris, (d) Madonna of the Chair. Raphael. 114 (1) View of Two Flower Vases and an Ornamental Jar. (2) View of Two Flower Vases and a

Japanese Figure. Bunkio Matsuki . . . 115

View of the Sacred Lily fitly set. Bunkio Matsuki 1 16

View of an Object of Beauty. Bunkio Matsuki . 117

LIST OF ILLUSTRATIONS

XI

XXXII. View of Decorative Tiles XXXIII. The Effective Use of the Jardiniere.

Weed

XXXIV. An Appropriate Vase for a Single Plant. Weed .

XXXV. Vases Appropriate in Form and Color to the

Flowers they Hold. Weed ....

XXXVI. A Well-Placed Flower. Weed ....

FACING PAGE

. 118

122 123

[Plates numbered 37 to 52 follow page 184.]

XXXVII. (1) Number Paper, by a First Grade Primary Pupil. (2) An Artistic Spelling Paper.

XXXVIII. View of a Well-Arranged Paper and its Opposite. XXXIX. View of Pictures, Mounted by Fourth Year Pupils. XL. Language Paper, by an Eighth Grade Pupil. XLI. A Well-Spaced History Paper, by Fifth Grade

Pupil.

XLI I. A Well-Balanced Paper, by Fifth Grade Pupil. XLIII. First Page Design, by an Eighth Grade Pupil. XLIV. Cover Design for Papers upon Egyptian Art, by

an Eighth Grade Pupil.

XLV. Two Sketches in Writing Ink.

XLVI. A Cover Design by Ninth Grade Pupil. XLVII. Object Drawings in Two Colors and Black, by

Ninth Year Pupils.

XLVIII. A Drawing in Pencil, by a High School Pupil. A Drawing in Water Color, by a Normal School Pupil. Examples of Good Arrangement.

XLIX. Studies of a Sprouting Bean, by a High School Pupil. L. Cover for Set of Papers on Greek Architecture.

Designed by Normal Pupil.

LI. Cover for Set of Greek Papers.' Designed by a

High School Pupil.

LII. View of Room in Normal School at Salem, Mass.

x ii LIST OF ILLUSTRATIONS

FIGURES IN THE TEXT

FIGURE PAGE

i. Cove Base Molding 15

2. Window Sill 16

3. Heating and Ventilating System with Inlet and Outlet on

the Same Side of the Room 44

4. Ditto, with Inlet and Outlet on Opposite Sides and near

the Floor 45

5. Ditto, with Inlet near the Floor and Outlet near the Ceil-

ing on the Opposite Side 45

6. Ditto, with Inlet High and Outlet near the Floor on the

Opposite Side 46

7. Ditto, with Inlet High and Outlet High and Opposite . 47

8. Effect of Steam with Direct Radiation . . . 51

9. Effect of the Unjacketed Stove 52

10. Slow-Combustion Ventilating Stove 53

11. Adjustable Desk 77

12. Sanitary Drinking Fountain 81

13. Color Diagram 88

14. Tone Diagram 89

15. Pedestal no

16. Frame for Cast in

17. Vases for Flowers 119

18. An Attractive Window 124

19. Distorted Position caused by a High Desk . . -132

20. Vertical Section of the Eyeball 146

2 1 . Diagram showing effect of Biconvex Lens on Rays of Light 147

22. Eye Test 148

23. Section of Hypermetropic Eye 149

24. Section of Myopic Eye ....... 151

25. Chart showing Prevalence of Nearsight, Farsight, and

Normal Vision at Different Ages . . . . 153

26. Models of Arrangement for Written Work . . . 174

27. Symmetrical Arrangement 175

28. Balanced Arrangement 176

Introduction

The sanitation and decoration of schools is a subject that in the last few years has received much attention. Teachers and school boards have become interested in it and have made much progress, but there has been no concise work that they could use as a guide. It is hoped that this book may fill the want.

There are two ways of treating a subject of this kind. One is to deal with it rabidly, trying to impress the reader with the idea that the public schools are teeming with dirt and filth, that they are the chief factors in the spread of disease among children, finally leaving the impression that the public school must be an exceedingly bad place to which to send boys and girls. The other way is to treat it with reason, quietly admitting that there are conditions to be improved, that there are some unsanitary and unsightly schools, and showing how such conditions may be remedied, and how lessons may be learned from experience for the better construction and conduct of new buildings.

If the writer should choose the first method, he would be apt to discourage his readers so that little or nothing would be done to improve matters, and the object of the book would not be accomplished. It is the intention throughout these pages to treat the sub-

xiii xiv INTRODUCTION

ject as reasonably and helpfully as possible, to encourage, not discourage, reforms in the sanitation and decoration of our public school buildings, to the end that money expended upon the construction, decoration, and renovation of our schools may be used to the best advantage, and that cities and towns may become more attractive and beautiful by having artistic and healthful schools. In this way we may contribute to future communities the possibility of a more healthy and vigorous manhood and womanhood.

Educational theories have so far broadened that it is no longer claimed that the old schools were the best schools, where hard benches, poor print, plain walls, and bad air were the constant companions of the pupils while they studied. Because Benjamin Franklin, or Abraham Lincoln, or anybody else, was successfully reared under such unfavorable conditions, is no reason why the boys and girls of to-day, who have an entirely different environment, should be subjected to any unnecessary hindrances or dangers.

In any community tfyere are a few exceptionally healthy and bright pupils who will make their marks, no matter how poor their instruction and surroundings. But it is the object of the public school system to educate all of the children. It is recognized that all cannot stand hardships and unfavorable conditions such as are mentioned above. In fact, comparatively few children of the present time could go through the old school system without receiving some mental or physical scar resulting from the bad conditions. Perhaps the child of to-day is a more delicate organism than the child of fifty or a hundred years ago. Whether this be true or

INTRODUCTION XV

not, unnecessary stumbling-blocks must not be placed in the path of his educational career.

In order to realize that this fact is appreciated by modern educational authorities, it is but necessary to step into some recently built school and compare it with any schoolhouse of long ago. The difference is at once seen. The present tendency is toward making the work as easy and interesting as possible, and the surroundings healthful and beautiful. The studies are arranged in their proper sequence, the hours of work and recreation are balanced and regulated, the rooms and halls are more or less decorated with pictures, statuary, photographs, and plants, — all tending toward the rounding out of the pupil's character. While we may take great pride in this advance, the fact must not be overlooked that there are many schools that are in this respect behind the times. It happens here also, as in every reform, that there are some instances of overdoing, in which matters are carried so far that much if not all of the benefit is lost. Some teachers are naturally more enthusiastic than others, and perhaps carry the " open-window " idea or the " picture-hanging " to excess, while others turn their backs on the whole thing as being outside their province of work. It does not seem right that one school in a community should have beautiful architecture, sanitary surroundings, and fine interior decorations, while the schoolhouse only a few blocks away may be poorly located and constructed, badly ventilated and heated, and have no beautifying features inside or out. It is evident in such a case that all the children in this town are not given equal opportunities for education. Furthermore, if we comxvi INTRODUCTION

pare the amount and kind of decoration in the various rooms of a single building, we cannot fail to notice the lack of harmony. One room may have a few fine works of art, good taste being shown in the selection and hanging ; another may have its walls literally papered with photographs and pictures cut from magazines ; and still a third may have no decorations whatever. Such variations are largely, if not wholly, due to the teachers. It will be admitted by all that there are reforms to be carried out, faults to be remedied, unsanitary conditions to be removed, and proper ideals in architecture and decoration to be maintained. We hope that teachers and school officials will find the facts, ideas, and illustrations set forth in the following pages valuable to them in pushing forward the work that has already been so well begun in the sanitation and decoration of our public school buildings.

THE THREE FATES

From the pediment of the Partner]

Suitable for High School.

A masterly group, wonderfully effective as lighted in the photogravure ; beautiful in composition of line. !&&.. ^M

83TA^ 33HHT 3HT

.sail ckjX^oc

Chapter I Location Of Schools

Every condition and consideration which enters into the selection of a site for a dwelling becomes doubly important when applied to the selection of a schoolhouse site. It is not customary for a man who is in his right mind to select for his home a site in the vicinity of a powder magazine. He is fearful lest the powder explode and destroy his life and property. Yet men, apparently sane, select most unsanitary and unsightly places for their dwellings, and for schoolhouses as well.

It is probable that the average individual in this climate spends from 85 to 90 per cent of his time indoors. In the case of school children, perhaps more than half of this indoor life is in their homes, and nearly all of the remainder would be spent in the schoolhouse. During school hours the children are subjected to the influence of their surroundings, be they good or bad. If the children are compelled by law to attend school, the authorities should spare no pains to make their environment the best. b 1

The question of school location includes the consideration of a number of important points, such as the character of the soil, the condition of neighboring lots of land, the proximity of hills, trees or buildings that would tend to shut out the sunlight. Usually it is the expense of the land and the central position of the lot that are the prime factors in the determination of a school' site, but this should not be so. The greatest attention and care should be given to the healthfulness of the site and the architectural possibilities that it may possess. If possible, the architect who is to construct the building should be consulted in regard to the lot before the final selection is made. In this way the public schools may become the most beautiful architectural features of the town, as numerous examples show. In considering the location of country and city schools the problems that arise are so vitally different that it will be more instructive to study them under separate heads.

LOCATION OF THE COUNTRY SCHOOL

The modern community is tending toward the abolishment of the district school, collecting the teaching force into one large, central building, and transporting the distant pupils to it, thus not only saving considerable expense for fuel and other items, but at the same time giving to the pupils many advantages that they could never get in the rural school. Although this is the tendency, country schools will have to be built for many years to come, and there are a number of important points to be observed in the selection of a rural site.

LOCATION OF SCHOOLS 3

The character of the soil bears an important relation to the healthfulness of the site. Land which consists largely of clay is always to be avoided, because it takes up moisture and holds it, making the surroundings damp and unhealthful. Peaty soil also holds moisture, and should it be necessary to locate on either clay or peat, the greatest care and skill must be exercised in draining the lot. Sand and gravel are easily drained, and therefore should be selected if possible. Rock may furnish a good foundation for a site, if it is not so formed as to retain surface water. A lot that is of rock, if at the foot or on the side of a hill, may become moist at unexpected times and places. A thorough geological study is therefore necessary before deciding upon a rock site. In fact, in the selection of any site, it is essential that the survey should extend over all the adjoining country. A study of the school lot alone should never form the basis of selection. All the neighboring lots and the surrounding country should be included in the examination.

The general slope of the land in the vicinity of a school lot should be such as to insure perfect and proper drainage. Swampy land, duck ponds, piggeries, or any other conditions that would give rise to temporary or permanent moisture, naturally are not the chosen companions of the ideal school lot. At certain times of the year, when the organic matter is in a state of putrefaction, such places would give rise to very unhealthful conditions. It is not desirable to place a school on or below the north slope of a steep hill, because in the winter months the sunlight could have very little if any access to the schoolhouse. No large trees should stand on the south or west sides of the building, nor should they stand on the other sides if they be near enough to check the free passage of air and light to the windows. A good and sufficient water supply must be obtainable at all times. This is often overlooked until after the building is completed, and then it not infrequently happens that it is a matter of great expense to secure good water. It is really one of the most important factors in the selection of a country school site. Children are apt to crave a good deal of water, and it should be accessible to them at all times. At no other period of healthy life is the want of a drink of water so cruelly felt. Without it children are deprived of one of their most necessary foods, upon which the maintenance of good health depends. No water should be supplied that is not absolutely pure and above suspicion.

LOCATION OF THE CITY SCHOOL

The selection of a site for the city schoolhouse is not usually open to much choice. Few good lots can be obtained, and perhaps the prices of these are of such a nature as to make them impossibilities to the average school board. But as a matter of fact, in the city even greater discrimination should be shown in choosing a site than in the country. The number of factors that tend to influence the sanitary condition of the building in the city is far greater than in the rural section. Under these circumstances it becomes a very important matter to decide what considerations may or may not be disregarded in the choice of a convenient locality.

LOCATION OF SCHOOLS 5

It is not uncommon in the city that the choice of lots includes some that are designated as "made" or "filled" lands. This filling may consist of street sweepings, house refuse, and garbage. The gradual putrefaction of this organic matter would at times give rise to bad odors which would make the school yard unhealthful, and they might even affect the building itself. Therefore, such sites should be avoided if possible ; but if it ever becomes necessary to use "filled" land, every precaution must be taken to shut out these odors of putrefaction by carefully paving or cementing the whole school yard. If this be thoroughly done, the principal objection to "made" land has been removed so far as the sanitary conditions are concerned, but there are serious objections to this pavement or cement if the yard is to be used as a playground for the children.

The relation of the surrounding objects to the city school is of far greater importance than in the country. Naturally the environment of the city site affects it much more directly.

It is not advisable to locate the school building on a main street. This is particularly true if the street in question is paved with cobblestones or other form of noisy pavement. Noise is distracting to the children and seriously affects the nerves of both pupils and teachers. Children, more particularly the younger ones, are subjected to great dangers in such a locality from the large amount of traffic always prevalent on main thoroughfares.

Neither should a schoolhouse be built in the vicinity of a noisy factory or of an establishment otherwise offensive, and after the schoolhouse is located and completed, the city should prohibit the erection of any such nuisance in the neighborhood. Naturally anything as noisy as a railway station or saw-mill, or anything as bad-smelling as a soap factory, tanyard, rubber works, glue factory or gas works, is exceedingly objectionable as aschoolhouse neighbor. Stables, slaughter houses, and markets may be objectionable and often very unsanitary, if proper disposition of the refuse is not made. Hospitals and cemeteries are best avoided ; also police stations and fire-engine houses, where sudden and distracting activity is apt to occur, are best far away from the schools.

It is unnecessary to dwell upon the importance of avoiding a section that is infested with any of the moral nuisances common to the cities. The social and moral character of the vicinity has a great influence on the school children. This matter should be carefully investigated, and any doubtful locality religiously avoided.

No building should stand within sixty feet of the schoolhouse on any side, and large trees or any obstruction that could prevent the free access of both fresh air and direct sunlight to the school building should be removed. Sunlight is nature's great disinfectant, and it must not be prevented from doing its work of purification in and about the schools. The necessity of a playground is conceded, and no site should receive serious consideration where such cannot be provided. Outdoor recreation must not be discouraged or hindered by the lack of a proper place for wholesome play.

Probably no country gives less attention to the careful location of schools than our own United States. In many countries there are strict laws regarding it, and certain men or commissions are appointed to attend to

LOCATION OF SCHOOLS 7

such matters. For example, in Scotland, under the regulations of the Educational Act of 1872, schools must be placed in a healthy neighborhood, as far as possible from noise, and having an uncovered area of at least twelve hundred square yards. In Belgium, all plans and schemes of schools, including their location, construction, opening, ventilation, warming, lighting, drainage, and closets, etc., must be examined and approved by the Bureau d' Hygiene. In Germany, plans for new school buildings, or alterations in school buildings already built, must be examined and approved by a district doctor. He is intrusted with the superintendence of school hygiene in general. In Vienna, the site chosen for the school cannot be definitely accepted until the doctor has given his opinion as to the suitability of the land from a sanitary standpoint. The plan must then be examined by a commission composed of men skilled in teaching, in technology, and in medical hygiene.

Chapter II 1 Construction And Requirements Of School Buildings

The development of our public school system, of which the schoolhouse is the outward and concrete expression, belongs to this century. With the exception of residences, there is at the present day no kind of buildings in which all classes of community take a deeper interest. The doctor, the architect, the teacher, the parent, and the taxpayer, all contribute their criticism and offer their advice.

The architectural development of the school building has not, however, progressed as rapidly as that of most other parts of our educational system. It is of comparatively recent date, perhaps within the last twenty years, that schoolhouse architecture has received the attention which such an important subject demands.

The school age includes the period of the greatest physical development. During this period the child spends a large part of his time within the school building. It is desirable that he should not be subject to physical, mental, or moral detriment by reason of its bad arrangement or faulty architectural features.

In Europe, prior to the thirteenth century, the schools

1 This chapter is written by Mr. Arthur Bohn, architect, of Indianapolis, who also kindly furnishes plates and illustrations.

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X

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Ch ft *> were closely connected with the church, were generally conducted in the monasteries, and were chiefly devoted to the education and training of the clergy and nobility. There were not, in our sense of the term, schools for the benefit of the common people.

During the latter part of the thirteenth and the fourteenth centuries there began to be established schools for the people, in which the elements of reading and writing were taught. These feeble organizations received a quickening impulse when Martin Luther took up the cause of education, and in 1524 published a pamphlet addressed to the cities and towns, urging the advantage and necessity of establishing more common schools. Throughout Northern Europe from this time there was a gradual, although slow, improvement and widening of the scope of common schools.

Up to this time it had been deemed proper to conduct a school in any place, or in any part of a building, where shelter could be found. With the growth of population, and the growing importance of the common people, came also the desire and necessity for special buildings for school purposes. These early buildings were of a primitive character, planned without reference to hygienic laws, and devoid of special adaptation to the purpose for which they were to be used.

It is interesting to note, however, that in Germany, as early as 1649, Josef Furtenbach published a book in which he made a plea for the construction of healthy schoolhouses, and pointed out that schoolrooms should be cheerful and airy, and that each child should have a liberal allowance of floor space. It was a long time, however, before these good rules were put into practice.

IO SCHOOL SANITATION AND DECORATION

As the education of the common people began to spread, its far reaching influence was recognized. Various nations saw therein their chief element of strength, the stability of their governments, and power to compete with one another. Governments took an increasing interest in public education, and at the beginning of this century all civilized countries had active laws for the care and fostering of educational systems.

SANITARY LAWS

The better knowledge of hygiene and its recognized importance have also brought about the enactment of laws relative to the proper hygienic construction of school buildings. In this country, particularly in the Eastern states, — foremost the state of Massachusetts, — these laws embody much of the present advanced knowledge of school architecture and sanitary science. In Massachusetts public attention was early drawn to the importance of this subject by the writings of Horace Mann, who, in 1837, said that not one-third of the schoolhouses of that state were fit for habitation. The following year his report as Secretary of the Board of Education discussed at length the subject of better schoolhouses, and their heating and ventilation.

While in a few of the Middle and Western states there are not as yet particular laws defining the construction of schoolhouses, much is included in the general building laws of these states, which the authorities enforce for the safety of the children, and with the power given to vigilant state Boards of Health much is done for proper sanitation.

THE SCHOOL BUILDING II

In the Report of the Commissioner of Education for 1893-94 is a sunnmary of the sanitary legislation affecting schools in the United States. From this report it appears that thirty-three states and territories had at that time enacted laws upon the subject, and in sixteen of the states provision is made for the inspection of schoolhouse plans or buildings by some higher authority than the local Board, and in the majority of the states are statutes, more or less specific, requiring proper sanitation. Since the publication of this report several states which had not previously passed laws upon this subject, have enacted them.