{"1": {"fulltext": "", "height": "3758", "width": "2465", "jp2-path": "schoolsanitation00burr_0001.jp2"}, "2": {"fulltext": "LIBRARY OF CONGRESS.\\nChap. Copyright No...\\nShell --V\\nUNITED STATES OF AMERICA.", "height": "3633", "width": "2395", "jp2-path": "schoolsanitation00burr_0002.jp2"}, "3": {"fulltext": "", "height": "3633", "width": "2395", "jp2-path": "schoolsanitation00burr_0003.jp2"}, "4": {"fulltext": "", "height": "3633", "width": "2395", "jp2-path": "schoolsanitation00burr_0004.jp2"}, "5": {"fulltext": "", "height": "3633", "width": "2395", "jp2-path": "schoolsanitation00burr_0005.jp2"}, "6": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0006.jp2"}, "7": {"fulltext": "8380M\\n.nobieoq.", "height": "3633", "width": "2395", "jp2-path": "schoolsanitation00burr_0007.jp2"}, "8": {"fulltext": "From statue by Michel Angelo. 147 5-1 564\\nSuitable fof ^Grammar X\\nInteresting subject majestic com\\nposition.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0008.jp2"}, "9": {"fulltext": "L TION\\ni tion\\n8380M\\nT\\nIT JD3[dtJ2 grtftc^^nl\\naodizoq", "height": "3633", "width": "2395", "jp2-path": "schoolsanitation00burr_0009.jp2"}, "10": {"fulltext": "MOSES\\nFrom statue by Michel Angelo. 1475-1564\\nSuitable for Grammar Grades.\\nInteresting subject; majestic com-\\nposition.\\ny", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0010.jp2"}, "11": {"fulltext": "SCHOOL SANITATION\\nAND DECORATION\\nA Practical Study of Health and Beauty in their\\nRelations to the Public Schools\\nBY\\nSEVERANCE BURRAGE, B.S.\\nPROFESSOR OF SANITARY ENGINEERING IN PURDUE UNIVERSITY, AND\\nMEMBER OF THE AMERICAN PUBLIC HEALTH ASSOCIATION\\nAND\\nHENRY TURNER BAILEY\\nSTATE SUPERVISOR OF DRAWING, MASSACHUSETTS\\n^JW\\nD. C. HEATH AND COMPANY\\nBOSTON NEW YORK CHICAGO", "height": "3633", "width": "2395", "jp2-path": "schoolsanitation00burr_0011.jp2"}, "12": {"fulltext": "TWO COPIES RECEIVED.\\nLibrary of Congret*\\nOffice of the\\nDEC 9-\\nRegister of Copyright*\\nL- x i\\n50945\\nCopyright, 1899,\\nBy D. C. HEATH CO.\\nSECOND COPY,\\n^teg^s.\\nTCorfoooti ^ress\\nJ. S. CuBhing Co. Berwick Smith\\nNorwood Mass. U.S.A.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0012.jp2"}, "13": {"fulltext": "FOREWORD\\nOur country shall be filled with a race of royal men\\nand women. They will be strong and beautiful, for\\nthey will have physical and intellectual health. They\\nwill be righteous and happy, for they will have the\\npiety so happily defined by Dr. William T. Harris,\\nthe piety not merely of the heart, but the piety of the\\nintellect that beholds truth, the piety of the will that\\ndoes good deeds wisely, the piety of the senses that\\nsees the beautiful and realizes it in works of art.\\nIt is hoped that this little book may contribute to the\\nforces which are cooperating to produce the crowning\\nrace in America.\\nin", "height": "3633", "width": "2395", "jp2-path": "schoolsanitation00burr_0013.jp2"}, "14": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0014.jp2"}, "15": {"fulltext": "CONTENTS\\nPAGE\\nIntroduction xiii\\nPurpose of the book. Danger in treating the subject\\ntoo rabidly. Modern educational methods tend to make\\nschool work as easy as possible. Tendency to improve\\narchitecture and sanitary condition. Results of improve-\\nments, rounding out the characters of pupils and bettering\\ntheir health.\\nCHAPTER I (Burrage)\\nLocation of Schools i\\nSelection of site in country districts. Selection in cities.\\nCHAPTER II (Bohn)\\nConstruction and Requirements of School Buildings 8\\nDevelopment of schoolhouse architecture. Sanitary\\nlaws. The financial problem. Construction require-\\nments. Protection from fire. The exterior design. The\\ninterior design. Special problems one, two, four, and\\neight room buildings.\\nCHAPTER III (Burrage)\\nPrinciples of Ventilating, Heating, and Lighting 33\\nHow air is vitiated. Effects of bad air. Ventilation\\nrequirements. Tests for bad air. Methods of ventilating.\\nNatural ventilation. Artificial ventilation. Gravity and\\nfan systems. Amount and direction of light. Effects of\\nbad lighting. Artificial lighting. Laws regulating win-\\ndow space abroad.", "height": "3633", "width": "2395", "jp2-path": "schoolsanitation00burr_0015.jp2"}, "16": {"fulltext": "vi CONTENTS\\nCHAPTER IV (Burrage)\\nPAGE\\nSanitary Problems of the Schoolhouse 60\\nDiscussion of sanitaries, sewerage disposal, and provi-\\nsion for pure and sufficient water supply. Methods of\\ndrinking. Baths. Care of school building. General\\nduties of janitor. Cleaning, sweeping, dusting, care of\\nclosets. Importance of sanitary inspection.\\nCHAPTER V (Burrage)\\nSchool Furniture 73\\nDesks, blackboards. Special accommodations for sick\\nteachers and pupils. Drinking cups and drinking foun-\\ntains.\\nCHAPTER VI (Bailey)\\nThe Schoolroom 83\\nCharacter. A study not merely a workshop or a\\nparlor. Should be convenient and beautiful. What con-\\nstitutes a beautiful room.\\nFinish. Selection of wood: oak, its advantages of\\ntexture and color ash, special value from cheapness and\\ncolor North Carolina pine, special values under certain\\nconditions of light, etc. Whitewood, disadvantages. Fin-\\nish for natural woods. Painted, finish, advantages and\\ndisadvantages.\\nWalls and Ceiling. Selection of color according to\\nconditions of light, finish, etc. Advantages of oil colors.\\nCharacter of surface to serve well as a background for\\npictures and other art objects. Suggestion for coloring.\\nWindow Shades. The inside blind. Venetian blinds.\\nCurtains color, hanging, etc.\\nOther Permanent Furnishings. Desks. Book-cases.\\nCabinets. The school bulletin.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0016.jp2"}, "17": {"fulltext": "CONTENTS vii\\nPAGE\\nCHAPTER VII (Bailey)\\nSchoolroom Decoration 94\\nDanger of over-decoration. Examples of bad and good\\ndecoration\\nPictures Kind of pictures subjects framing hang-\\ning. Graded list of pictures.\\nCasts. Selection with reference to position, lighting,\\netc. tone hanging. Graded list of casts.\\nOther Beautiful Objects. Selection with reference to\\ncolor, form, and use.\\nFlowers. Window gardens potted plants; cut flow-\\ners. Use as a means of culture.\\nCHAPTER VIII (Bailey)\\nThe Old Country Schoolroom 122\\nA condition, not a theory. 1 First steps toward\\nbeauty purification, order painting, the finish the\\nwalls, the ceiling window shades flowers one good\\nthing; collection of prints. Desirable pictures and casts.\\nCHAPTER IX (Burrage)\\nSchool Children 127\\nArrangement of children in rooms. Regulation of\\nschool work to accommodate age, sex, and individual.\\nCare of health. Contagious diseases in schools. Precau-\\ntions against spread of disease among pupils. Medical\\ninspection of school children.\\nCHAPTER X\\nInfluence of School Life upon the Eye 146\\nStructure of the eye. Tests of vision. Long-sight.\\nNear-sight. Effect of poorly printed books and unsan-\\nitary conditions.", "height": "3633", "width": "2395", "jp2-path": "schoolsanitation00burr_0017.jp2"}, "18": {"fulltext": "v iii CONTENTS\\nCHAPTER XI (Burrage)\\nPAGE\\nSchool Authorities and Patrons 159\\nResponsibilities of cities, towns, and school boards.\\nInterest of teachers in the sanitary conduct of schools.\\nInterest and influence of parents.\\nCHAPTER XII (Bailey)\\nBeauty in School Work 168\\nBeauty in all school work supplementary to beauty in\\nschoolroom. Beautiful environment insufficient of itself.\\nBeauty of room reflected in beautiful work.\\nAdaptation, arrangement, enrichment. Examples of\\napplied art from the work of teacher throughout day.\\nRelation of good decorations to daily work.\\nResults in nature study, history, geography. Literature.\\nPicture study. Secured by forethought as to materials,\\narrangement, color, finish.\\nExamples of the work of pupils.\\nAPPENDIX 185\\nA classified list of works of art suitable for schoolroom\\ndecoration.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0018.jp2"}, "19": {"fulltext": "LIST OF ILLUSTRATIONS\\nPHOTOGRAVURES\\nMoses Frontispiece.\\nFrom the Colossal Statue by Michael Angelo.\\nFACING PAGE\\nThe Three Fates xvi\\nFrom the Pediment of the Parthenon.\\nSpring 4 2\\nFrom Painting by Corot.\\nThe Golden Stair 5 8\\nFrom Painting by Burne-Jones.\\nThe Escaped Cow .74\\nFrom Painting by Dupre.\\nThe Gleaners I 3\\nFrom Painting by Millet.\\nAurora I S 2\\nFrom Painting by Guido Reni.\\nHoly Family .168\\nFrom Painting by Murillo.\\nPLATE\\nI.\\nII.\\nIII.\\nIV.\\nV.\\nPLATES\\nView of Twelve-room Schoolhouse\\nEntrances to Public Schools No. 10 and No\\nnapolis, Ind\\nView of an Attractive School Cabinet\\nStairway Landing and Assembly Hall\\nPlan for One-room Building\\nix\\n45, India-\\n18\\n20\\n22\\n26", "height": "3633", "width": "2395", "jp2-path": "schoolsanitation00burr_0019.jp2"}, "20": {"fulltext": "LIST OF ILLUSTRATIONS\\nVI.\\nVII.\\nVIII.\\nIX.\\nX.\\nXL\\nXII.\\nXIII.\\nXIV.\\nXV.\\nXVI.\\nXVII.\\nXVIII.\\nXIX.\\nXX.\\nXXI.\\nXXII.\\nXXIII.\\nXXIV.\\nXXV.\\nXXVI.\\nXXVII.\\nXXVIII.\\nXXIX.\\nXXX.\\nXXXI,\\nFACING\\ndetached\\nPlan for One-room Building (with\\nclosets) 27\\nView of One-room Building, Center Township,\\nPorter County, Ind 28\\nPlan for One-room Building (with teacher s posi-\\ntion behind the pupils) 30\\nPlan for Two-room Building 31\\nPlan for Four-room Building 32\\nPlan for Eight-room Building, with Assembly Hall 33\\nView of Eight-room Building, with Assembly Hall 34\\nView of Eight-room Building 35\\nCorner of a Kindergarten Room, Indianapolis, Ind. 82\\nAn Attractive Window-Garden, Pasadena, Cal. 83\\nBy the River-Side. From Painting by Le Rolle. 90\\nThe Lion of Lucerne. T/iorwaldsen 92\\nReading Homer. Alma-Tadema 93\\nView of an Over-Decorated Schoolroom 94\\nView of a Well-Decorated Schoolroom 95\\nView of a Well-Framed Picture. (Caritas, Abbot\\nTJiayer) 106\\nCast of Madonna and Child. Donatello. (View\\nunder full front light) .108\\nView of the same under a side light 109\\nView of the same under selected side light .110\\n(a) Bambino. Luca delta Robbia. {p) Lion.\\nBarye. (c) St. John. Donatello .111\\nView of Assembly Hall, High School, Medford,\\nMass. .112\\nView of High School Library, Springfield, Mass. 113\\n(a) The Fighting Te meraire. Turner, (b) Feed-\\ning Her Birds. Millet, (e) Notre Dame de\\nParis, (d) Madonna of the Chair. Raphael. 114\\n(1) View of Two Flower Vases and an Ornamental\\nJar. (2) View of Two Flower Vases and a\\nJapanese Figure. Bunkio Matsuki 115\\nView of the Sacred Lily fitly set. Bunkio Matsuki 1 16\\nView of an Object of Beauty. Bunkio Matsuki 117", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0020.jp2"}, "21": {"fulltext": "LIST OF ILLUSTRATIONS\\nXI\\nXXXII. View of Decorative Tiles\\nXXXIII. The Effective Use of the Jardiniere.\\nWeed\\nXXXIV. An Appropriate Vase for a Single Plant. Weed\\nXXXV. Vases Appropriate in Form and Color to the\\nFlowers they Hold. Weed\\nXXXVI. A Well-Placed Flower. Weed\\nFACING PAGE\\n118\\nI20\\n121\\n122\\n123\\n[Plates numbered 37 to 52 follow page 184.]\\nXXXVII. (1) Number Paper, by a First Grade Primary\\nPupil.\\n(2) An Artistic Spelling Paper.\\nXXXVIII. View of a Well-Arranged Paper and its Opposite.\\nXXXIX. View of Pictures, Mounted by Fourth Year Pupils.\\nXL. Language Paper, by an Eighth Grade Pupil.\\nXLI. A Well-Spaced History Paper, by Fifth Grade\\nPupil.\\nXLI I. A Well-Balanced Paper, by Fifth Grade Pupil.\\nXLIII. First Page Design, by an Eighth Grade Pupil.\\nXLIV. Cover Design for Papers upon Egyptian Art, by\\nan Eighth Grade Pupil.\\nXLV. Two Sketches in Writing Ink.\\nXLVI. A Cover Design by Ninth Grade Pupil.\\nXLVII. Object Drawings in Two Colors and Black, by\\nNinth Year Pupils.\\nXLVIII. A Drawing in Pencil, by a High School Pupil. A\\nDrawing in Water Color, by a Normal School Pupil.\\nExamples of Good Arrangement.\\nXLIX. Studies of a Sprouting Bean, by a High School Pupil.\\nL. Cover for Set of Papers on Greek Architecture.\\nDesigned by Normal Pupil.\\nLI. Cover for Set of Greek Papers. Designed by a\\nHigh School Pupil.\\nLII. View of Room in Normal School at Salem, Mass.", "height": "3633", "width": "2395", "jp2-path": "schoolsanitation00burr_0021.jp2"}, "22": {"fulltext": "x ii LIST OF ILLUSTRATIONS\\nFIGURES IN THE TEXT\\nFIGURE PAGE\\ni. Cove Base Molding 15\\n2. Window Sill 16\\n3. Heating and Ventilating System with Inlet and Outlet on\\nthe Same Side of the Room 44\\n4. Ditto, with Inlet and Outlet on Opposite Sides and near\\nthe Floor 45\\n5. Ditto, with Inlet near the Floor and Outlet near the Ceil-\\ning on the Opposite Side 45\\n6. Ditto, with Inlet High and Outlet near the Floor on the\\nOpposite Side 46\\n7. Ditto, with Inlet High and Outlet High and Opposite 47\\n8. Effect of Steam with Direct Radiation 51\\n9. Effect of the Unjacketed Stove 52\\n10. Slow-Combustion Ventilating Stove 53\\n11. Adjustable Desk 77\\n12. Sanitary Drinking Fountain 81\\n13. Color Diagram 88\\n14. Tone Diagram 89\\n15. Pedestal no\\n16. Frame for Cast in\\n17. Vases for Flowers 119\\n18. An Attractive Window 124\\n19. Distorted Position caused by a High Desk -132\\n20. Vertical Section of the Eyeball 146\\n2 1 Diagram showing effect of Biconvex Lens on Rays of Light 147\\n22. Eye Test 148\\n23. Section of Hypermetropic Eye 149\\n24. Section of Myopic Eye 151\\n25. Chart showing Prevalence of Nearsight, Farsight, and\\nNormal Vision at Different Ages 153\\n26. Models of Arrangement for Written Work 174\\n27. Symmetrical Arrangement 175\\n28. Balanced Arrangement 176", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0022.jp2"}, "23": {"fulltext": "INTRODUCTION\\nThe sanitation and decoration of schools is a subject\\nthat in the last few years has received much attention.\\nTeachers and school boards have become interested in\\nit and have made much progress, but there has been no\\nconcise work that they could use as a guide. It is hoped\\nthat this book may fill the want.\\nThere are two ways of treating a subject of this kind.\\nOne is to deal with it rabidly, trying to impress the\\nreader with the idea that the public schools are teeming\\nwith dirt and filth, that they are the chief factors in the\\nspread of disease among children, finally leaving the im-\\npression that the public school must be an exceedingly\\nbad place to which to send boys and girls. The other\\nway is to treat it with reason, quietly admitting that\\nthere are conditions to be improved, that there are some\\nunsanitary and unsightly schools, and showing how such\\nconditions may be remedied, and how lessons may be\\nlearned from experience for the better construction and\\nconduct of new buildings.\\nIf the writer should choose the first method, he\\nwould be apt to discourage his readers so that little\\nor nothing would be done to improve matters, and the\\nobject of the book would not be accomplished. It is\\nthe intention throughout these pages to treat the sub-\\nxiii", "height": "3633", "width": "2395", "jp2-path": "schoolsanitation00burr_0023.jp2"}, "24": {"fulltext": "xiv INTRODUCTION\\nject as reasonably and helpfully as possible, to encour-\\nage, not discourage, reforms in the sanitation and deco-\\nration of our public school buildings, to the end that\\nmoney expended upon the construction, decoration, and\\nrenovation of our schools may be used to the best ad-\\nvantage, and that cities and towns may become more\\nattractive and beautiful by having artistic and healthful\\nschools. In this way we may contribute to future com-\\nmunities the possibility of a more healthy and vigorous\\nmanhood and womanhood.\\nEducational theories have so far broadened that it is\\nno longer claimed that the old schools were the best\\nschools, where hard benches, poor print, plain walls, and\\nbad air were the constant companions of the pupils\\nwhile they studied. Because Benjamin Franklin, or\\nAbraham Lincoln, or anybody else, was successfully\\nreared under such unfavorable conditions, is no reason\\nwhy the boys and girls of to-day, who have an entirely\\ndifferent environment, should be subjected to any un-\\nnecessary hindrances or dangers.\\nIn any community tfyere are a few exceptionally\\nhealthy and bright pupils who will make their marks,\\nno matter how poor their instruction and surroundings.\\nBut it is the object of the public school system to edu-\\ncate all of the children. It is recognized that all cannot\\nstand hardships and unfavorable conditions such as are\\nmentioned above. In fact, comparatively few children\\nof the present time could go through the old school\\nsystem without receiving some mental or physical scar\\nresulting from the bad conditions. Perhaps the child\\nof to-day is a more delicate organism than the child of\\nfifty or a hundred years ago. Whether this be true or", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0024.jp2"}, "25": {"fulltext": "INTRODUCTION XV\\nnot, unnecessary stumbling-blocks must not be placed\\nin the path of his educational career.\\nIn order to realize that this fact is appreciated by\\nmodern educational authorities, it is but necessary to\\nstep into some recently built school and compare it with\\nany schoolhouse of long ago. The difference is at\\nonce seen. The present tendency is toward making\\nthe work as easy and interesting as possible, and the\\nsurroundings healthful and beautiful. The studies are\\narranged in their proper sequence, the hours of work\\nand recreation are balanced and regulated, the rooms\\nand halls are more or less decorated with pictures,\\nstatuary, photographs, and plants, all tending toward\\nthe rounding out of the pupil s character. While we\\nmay take great pride in this advance, the fact must\\nnot be overlooked that there are many schools that are\\nin this respect behind the times. It happens here also,\\nas in every reform, that there are some instances of\\noverdoing, in which matters are carried so far that\\nmuch if not all of the benefit is lost. Some teachers\\nare naturally more enthusiastic than others, and perhaps\\ncarry the open-window idea or the picture-hanging\\nto excess, while others turn their backs on the whole\\nthing as being outside their province of work. It does\\nnot seem right that one school in a community should\\nhave beautiful architecture, sanitary surroundings, and\\nfine interior decorations, while the schoolhouse only a\\nfew blocks away may be poorly located and constructed,\\nbadly ventilated and heated, and have no beautifying\\nfeatures inside or out. It is evident in such a case\\nthat all the children in this town are not given equal\\nopportunities for education. Furthermore, if we com-", "height": "3633", "width": "2395", "jp2-path": "schoolsanitation00burr_0025.jp2"}, "26": {"fulltext": "xvi INTRODUCTION\\npare the amount and kind of decoration in the various\\nrooms of a single building, we cannot fail to notice the\\nlack of harmony. One room may have a few fine works\\nof art, good taste being shown in the selection and\\nhanging another may have its walls literally papered\\nwith photographs and pictures cut from magazines and\\nstill a third may have no decorations whatever. Such\\nvariations are largely, if not wholly, due to the teachers.\\nIt will be admitted by all that there are reforms to\\nbe carried out, faults to be remedied, unsanitary condi-\\ntions to be removed, and proper ideals in architecture\\nand decoration to be maintained. We hope that teachers\\nand school officials will find the facts, ideas, and illus-\\ntrations set forth in the following pages valuable to\\nthem in pushing forward the work that has already\\nbeen so well begun in the sanitation and decoration of\\nour public school buildings.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0026.jp2"}, "27": {"fulltext": "THE THREE FATES\\nFrom the pediment of the Partner]\\nSuitable for High School.\\nA masterly group, wonderfully\\neffective as lighted in the photogra-\\nvure beautiful in composition of\\nline. ^M", "height": "3633", "width": "2395", "jp2-path": "schoolsanitation00burr_0027.jp2"}, "28": {"fulltext": "83TA^ 33HHT 3HT\\nnociociiiB*! 3rfJ lo Inarnibaq 3ffJ moifl\\n.loorbS rigiH idi sidling\\nylfuhsbnow ,quoi\u00c2\u00a7 yhsjgBm A\\n-\u00c2\u00a3igoJorfq aril ai bsJrigil as avhoaTta\\nlo noili^oqmoD ni luliJuead sinv\\n.sail", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0028.jp2"}, "29": {"fulltext": "", "height": "3654", "width": "2336", "jp2-path": "schoolsanitation00burr_0029.jp2"}, "30": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0030.jp2"}, "31": {"fulltext": "SCHOOL SANITATION AND\\nDECORATION\\nckjX^oc\\nCHAPTER I\\nLOCATION OF SCHOOLS\\nEvery condition and consideration which enters into\\nthe selection of a site for a dwelling becomes doubly\\nimportant when applied to the selection of a school-\\nhouse site. It is not customary for a man who is in\\nhis right mind to select for his home a site in the vicin-\\nity of a powder magazine. He is fearful lest the powder\\nexplode and destroy his life and property. Yet men,\\napparently sane, select most unsanitary and unsightly\\nplaces for their dwellings, and for schoolhouses as\\nwell.\\nIt is probable that the average individual in this\\nclimate spends from 85 to 90 per cent of his time in-\\ndoors. In the case of school children, perhaps more\\nthan half of this indoor life is in their homes, and\\nnearly all of the remainder would be spent in the\\nschoolhouse. During school hours the children are\\nsubjected to the influence of their surroundings, be\\nthey good or bad. If the children are compelled by\\nlaw to attend school, the authorities should spare no\\npains to make their environment the best.\\nb 1", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0031.jp2"}, "32": {"fulltext": "2 SCHOOL SANITATION AND DECORATION\\nThe question of school location includes the consid-\\neration of a number of important points, such as the\\ncharacter of the soil, the condition of neighboring lots\\nof land, the proximity of hills, trees or buildings that\\nwould tend to shut out the sunlight. Usually it is the\\nexpense of the land and the central position of the lot\\nthat are the prime factors in the determination of a\\nschool site, but this should not be so. The greatest\\nattention and care should be given to the healthfulness\\nof the site and the architectural possibilities that it may\\npossess. If possible, the architect who is to construct\\nthe building should be consulted in regard to the lot\\nbefore the final selection is made. In this way the\\npublic schools may become the most beautiful archi-\\ntectural features of the town, as numerous examples\\nshow. In considering the location of country and city\\nschools the problems that arise are so vitally different\\nthat it will be more instructive to study them under\\nseparate heads.\\nLOCATION OF THE COUNTRY SCHOOL\\nThe modern community is tending toward the abolish-\\nment of the district school, collecting the teaching force\\ninto one large, central building, and transporting the\\ndistant pupils to it, thus not only saving considerable\\nexpense for fuel and other items, but at the same time\\ngiving to the pupils many advantages that they could\\nnever get in the rural school. Although this is the\\ntendency, country schools will have to be built for many\\nyears to come, and there are a number of important\\npoints to be observed in the selection of a rural site.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0032.jp2"}, "33": {"fulltext": "LOCATION OF SCHOOLS 3\\nThe character of the soil bears an important relation\\nto the healthfulness of the site. Land which consists\\nlargely of clay is always to be avoided, because it takes\\nup moisture and holds it, making the surroundings\\ndamp and unhealthful. Peaty soil also holds moisture,\\nand should it be necessary to locate on either clay or\\npeat, the greatest care and skill must be exercised in\\ndraining the lot. Sand and gravel are easily drained,\\nand therefore should be selected if possible. Rock may\\nfurnish a good foundation for a site, if it is not so\\nformed as to retain surface water. A lot that is of\\nrock, if at the foot or on the side of a hill, may become\\nmoist at unexpected times and places. A thorough\\ngeological study is therefore necessary before deciding\\nupon a rock site. In fact, in the selection of any site,\\nit is essential that the survey should extend over all\\nthe adjoining country. A study of the school lot alone\\nshould never form the basis of selection. All the\\nneighboring lots and the surrounding country should\\nbe included in the examination.\\nThe general slope of the land in the vicinity of a\\nschool lot should be such as to insure perfect and proper\\ndrainage. Swampy land, duck ponds, piggeries, or any\\nother conditions that would give rise to temporary or\\npermanent moisture, naturally are not the chosen com-\\npanions of the ideal school lot. At certain times of the\\nyear, when the organic matter is in a state of putrefac-\\ntion, such places would give rise to very unhealthful\\nconditions. It is not desirable to place a school on or\\nbelow the north slope of a steep hill, because in the win-\\nter months the sunlight could have very little if any\\naccess to the schoolhouse. No large trees should stand", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0033.jp2"}, "34": {"fulltext": "4 SCHOOL SANITATION AND DECORATION\\non the south or west sides of the building, nor should\\nthey stand on the other sides if they be near enough to\\ncheck the free passage of air and light to the windows.\\nA good and sufficient water supply must be obtain-\\nable at all times. This is often overlooked until after\\nthe building is completed, and then it not infrequently\\nhappens that it is a matter of great expense to secure\\ngood water. It is really one of the most important fac-\\ntors in the selection of a country school site. Children\\nare apt to crave a good deal of water, and it should be\\naccessible to them at all times. At no other period of\\nhealthy life is the want of a drink of water so cruelly\\nfelt. Without it children are deprived of one of their\\nmost necessary foods, upon which the maintenance of\\ngood health depends. No water should be supplied that\\nis not absolutely pure and above suspicion.\\nLOCATION OF THE CITY SCHOOL\\nThe selection of a site for the city schoolhouse is not\\nusually open to much choice. Few good lots can be\\nobtained, and perhaps the prices of these are of such\\na nature as to make them impossibilities to the average\\nschool board. But as a matter of fact, in the city even\\ngreater discrimination should be shown in choosing a\\nsite than in the country. The number of factors that\\ntend to influence the sanitary condition of the build-\\ning in the city is far greater than in the rural section.\\nUnder these circumstances it becomes a very impor-\\ntant matter to decide what considerations may or\\nmay not be disregarded in the choice of a convenient\\nlocality.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0034.jp2"}, "35": {"fulltext": "LOCATION OF SCHOOLS 5\\nIt is not uncommon in the city that the choice of lots\\nincludes some that are designated as made or filled\\nlands. This filling may consist of street sweepings,\\nhouse refuse, and garbage. The gradual putrefaction\\nof this organic matter would at times give rise to bad\\nodors which would make the school yard unhealthful,\\nand they might even affect the building itself. There-\\nfore, such sites should be avoided if possible but if it\\never becomes necessary to use filled land, every pre-\\ncaution must be taken to shut out these odors of putre-\\nfaction by carefully paving or cementing the whole\\nschool yard. If this be thoroughly done, the principal\\nobjection to made land has been removed so far as\\nthe sanitary conditions are concerned, but there are\\nserious objections to this pavement or cement if the\\nyard is to be used as a playground for the children.\\nThe relation of the surrounding objects to the city\\nschool is of far greater importance than in the country.\\nNaturally the environment of the city site affects it much\\nmore directly.\\nIt is not advisable to locate the school building on a\\nmain street. This is particularly true if the street in\\nquestion is paved with cobblestones or other form of\\nnoisy pavement. Noise is distracting to the children\\nand seriously affects the nerves of both pupils and\\nteachers. Children, more particularly the younger ones,\\nare subjected to great dangers in such a locality from\\nthe large amount of traffic always prevalent on main\\nthoroughfares.\\nNeither should a schoolhouse be built in the vicinity\\nof a noisy factory or of an establishment otherwise offen-\\nsive, and after the schoolhouse is located and completed,", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0035.jp2"}, "36": {"fulltext": "6 SCHOOL SANITATION AND DECORATION\\nthe city should prohibit the erection of any such nuisance\\nin the neighborhood. Naturally anything as noisy as a\\nrailway station or saw-mill, or anything as bad-smelling\\nas a soap factory, tanyard, rubber works, glue factory or\\ngas works, is exceedingly objectionable as aschoolhouse\\nneighbor. Stables, slaughter houses, and markets may\\nbe objectionable and often very unsanitary, if proper\\ndisposition of the refuse is not made. Hospitals and\\ncemeteries are best avoided also police stations and\\nfire-engine houses, where sudden and distracting activ-\\nity is apt to occur, are best far away from the schools.\\nIt is unnecessary to dwell upon the importance of\\navoiding a section that is infested with any of the moral\\nnuisances common to the cities. The social and moral\\ncharacter of the vicinity has a great influence on the\\nschool children. This matter should be carefully inves-\\ntigated, and any doubtful locality religiously avoided.\\nNo building should stand within sixty feet of the\\nschoolhouse on any side, and large trees or any obstruc-\\ntion that could prevent the free access of both fresh air\\nand direct sunlight to the school building should be re-\\nmoved. Sunlight is nature s great disinfectant, and it\\nmust not be prevented from doing its work of purifica-\\ntion in and about the schools. The necessity of a play-\\nground is conceded, and no site should receive serious\\nconsideration where such cannot be provided. Outdoor\\nrecreation must not be discouraged or hindered by the\\nlack of a proper place for wholesome play.\\nProbably no country gives less attention to the careful\\nlocation of schools than our own United States. In\\nmany countries there are strict laws regarding it, and\\ncertain men or commissions are appointed to attend to", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0036.jp2"}, "37": {"fulltext": "LOCATION OF SCHOOLS 7\\nsuch matters. For example, in Scotland, under the regu-\\nlations of the Educational Act of 1872, schools must be\\nplaced in a healthy neighborhood, as far as possible from\\nnoise, and having an uncovered area of at least twelve\\nhundred square yards. In Belgium, all plans and\\nschemes of schools, including their location, construc-\\ntion, opening, ventilation, warming, lighting, drainage,\\nand closets, etc., must be examined and approved by the\\nBureau d Hygiene. In Germany, plans for new school\\nbuildings, or alterations in school buildings already built,\\nmust be examined and approved by a district doctor.\\nHe is intrusted with the superintendence of school\\nhygiene in general. In Vienna, the site chosen for the\\nschool cannot be definitely accepted until the doctor has\\ngiven his opinion as to the suitability of the land from a\\nsanitary standpoint. The plan must then be examined\\nby a commission composed of men skilled in teaching,\\nin technology, and in medical hygiene.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0037.jp2"}, "38": {"fulltext": "CHAPTER II 1\\nCONSTRUCTION AND REQUIREMENTS OF SCHOOL\\nBUILDINGS\\nThe development of our public school system, of\\nwhich the schoolhouse is the outward and concrete ex-\\npression, belongs to this century. With the exception\\nof residences, there is at the present day no kind of\\nbuildings in which all classes of community take a deeper\\ninterest. The doctor, the architect, the teacher, the\\nparent, and the taxpayer, all contribute their criticism\\nand offer their advice.\\nThe architectural development of the school building\\nhas not, however, progressed as rapidly as that of most\\nother parts of our educational system. It is of com-\\nparatively recent date, perhaps within the last twenty\\nyears, that schoolhouse architecture has received the\\nattention which such an important subject demands.\\nThe school age includes the period of the greatest\\nphysical development. During this period the child\\nspends a large part of his time within the school build-\\ning. It is desirable that he should not be subject to\\nphysical, mental, or moral detriment by reason of its\\nbad arrangement or faulty architectural features.\\nIn Europe, prior to the thirteenth century, the schools\\n1 This chapter is written by Mr. Arthur Bohn, architect, of Indianapolis,\\nwho also kindly furnishes plates and illustrations.\\n8", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0038.jp2"}, "39": {"fulltext": "o\\ns\\n5\\nJ\\no\\no\\nX\\nu\\no\\no\\nA\\nw\\nCh ft", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0039.jp2"}, "40": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0040.jp2"}, "41": {"fulltext": "THE SCHOOL BUILDING 9\\nwere closely connected with the church, were generally\\nconducted in the monasteries, and were chiefly devoted\\nto the education and training of the clergy and nobility.\\nThere were not, in our sense of the term, schools for\\nthe benefit of the common people.\\nDuring the latter part of the thirteenth and the four-\\nteenth centuries there began to be established schools\\nfor the people, in which the elements of reading and writ-\\ning were taught. These feeble organizations received\\na quickening impulse when Martin Luther took up the\\ncause of education, and in 1524 published a pamphlet\\naddressed to the cities and towns, urging the advantage\\nand necessity of establishing more common schools.\\nThroughout Northern Europe from this time there was\\na gradual, although slow, improvement and widening of\\nthe scope of common schools.\\nUp to this time it had been deemed proper to conduct a\\nschool in any place, or in any part of a building, where\\nshelter could be found. With the growth of population,\\nand the growing importance of the common people,\\ncame also the desire and necessity for special buildings\\nfor school purposes. These early buildings were of a\\nprimitive character, planned without reference to hy-\\ngienic laws, and devoid of special adaptation to the pur-\\npose for which they were to be used.\\nIt is interesting to note, however, that in Germany, as\\nearly as 1649, Josef Furtenbach published a book in\\nwhich he made a plea for the construction of healthy\\nschoolhouses, and pointed out that schoolrooms should\\nbe cheerful and airy, and that each child should have a\\nliberal allowance of floor space. It was a long time,\\nhowever, before these good rules were put into practice.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0041.jp2"}, "42": {"fulltext": "IO SCHOOL SANITATION AND DECORATION\\nAs the education of the common people began to\\nspread, its far reaching influence was recognized. Vari-\\nous nations saw therein their chief element of strength,\\nthe stability of their governments, and power to com-\\npete with one another. Governments took an increas-\\ning interest in public education, and at the beginning\\nof this century all civilized countries had active laws for\\nthe care and fostering of educational systems.\\nSANITARY LAWS\\nThe better knowledge of hygiene and its recognized\\nimportance have also brought about the enactment of\\nlaws relative to the proper hygienic construction of\\nschool buildings. In this country, particularly in the\\nEastern states, foremost the state of Massachusetts,\\nthese laws embody much of the present advanced\\nknowledge of school architecture and sanitary science.\\nIn Massachusetts public attention was early drawn to\\nthe importance of this subject by the writings of Horace\\nMann, who, in 1837, said that not one-third of the school-\\nhouses of that state were fit for habitation. The fol-\\nlowing year his report as Secretary of the Board of\\nEducation discussed at length the subject of better\\nschoolhouses, and their heating and ventilation.\\nWhile in a few of the Middle and Western states\\nthere are not as yet particular laws defining the con-\\nstruction of schoolhouses, much is included in the gen-\\neral building laws of these states, which the authorities\\nenforce for the safety of the children, and with the\\npower given to vigilant state Boards of Health much is\\ndone for proper sanitation.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0042.jp2"}, "43": {"fulltext": "THE SCHOOL BUILDING II\\nIn the Report of the Commissioner of Education\\nfor 1893-94 is a sunnmary of the sanitary legislation\\naffecting schools in the United States. From this re-\\nport it appears that thirty-three states and territories\\nhad at that time enacted laws upon the subject, and\\nin sixteen of the states provision is made for the in-\\nspection of schoolhouse plans or buildings by some\\nhigher authority than the local Board, and in the major-\\nity of the states are statutes, more or less specific, re-\\nquiring proper sanitation. Since the publication of this\\nreport several states which had not previously passed\\nlaws upon this subject, have enacted them.\\nThe last decade has brought about a greater willing-\\nness on the part of school authorities and taxpayers to\\nconsider these matters. This change of attitude has\\nbeen clue to several causes, among which may be enu-\\nmerated the conclusions of the International Educational\\nCongress held in 1880, the reports of the sessions of\\nthe International Congress of Hygiene, and the collec-\\ntion of statistics showing the death-rate of children of\\nschool age in American cities as compared with Euro-\\npean cities. These statistics showed that the death-\\nrate among school children in America is higher than\\nin Europe, presumably for the reason that hitherto we\\nhave paid less attention to the proper hygienic construc-\\ntion of school buildings.\\nTHE FINANCIAL PROBLEM\\nOwing to the rapid growth of population and to\\nthe enforcement of the truancy laws, there has been\\nsuch rapid increase in the number of pupils for whom", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0043.jp2"}, "44": {"fulltext": "12 SCHOOL SANITATION AND DECORATION\\naccommodations must be provided, that, although im-\\nmense sums are annually spent for new buildings, nearly-\\nall communities, large and small, have within the last\\nfew years been unable to provide school room propor-\\ntionate to this increase, and many expedients have been\\nresorted to, such as half-day sessions and the renting\\nof vacant rooms.\\nNaturally, where school authorities have had to face\\nthe problem of inadequate accommodations, they have\\nnot always had the financial resources or the freedom of\\nchoice necessary to secure the most desirable form and\\narrangement of school buildings. Yet, in the majority\\nof instances, the new buildings have been in every way\\nsuperior to those that were built a few years ago.\\nThe public school system has risen to be the most\\nimportant department of our government, and the num-\\nber of people connected with it and the sums of money\\nwhich are expended are enormous. For the school\\nyear 1896-97 the expenditure for public schools was\\n$187,320,602. For several years the number of new\\nschool buildings erected has been nearly 6000 per year,\\nand the annual increase in the value of school property\\nhas been nearly $14,000,000.\\nIt is interesting to note, for example, what is done by\\na single great city, such as New York. The budget\\nfor schools for 1897 was about $6,000,000, and the\\nappropriation for schoolhouses for the same year was\\n$10,000,000, beside $2,500,000 for the erection of four\\nnew high school buildings.\\nThe city of Chicago has recently purchased sites for\\nthe erection of thirteen new school buildings. The\\npresident of the School Board states that these build-", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0044.jp2"}, "45": {"fulltext": "THE SCHOOL BUILDING 13\\nings, which will cost $4,000,000, will do little more than\\ncare for the annual increase in population.\\nIn smaller towns public education forms relatively an\\nequally important factor, as is shown by the fact that\\nthe town of Anderson, Indiana, with a population of\\n20,000, annually erects one building, containing from\\neight to ten schoolrooms.\\nCONSTRUCTION REQUIREMENTS\\nThe schoolhouse should be built substantially, of\\nenduring materials, and with the best workmanship.\\nThe first outlay for the cost of any building erected in\\nthis manner is but a small per cent above one erected\\nwith cheaper materials and poor workmanship. The\\ndifference in the first cost is more than saved in a few\\nyears by reduced cost of repairs; this is particularly\\ntrue of the schoolhouse by reason of the severe wear\\nand tear to which it is subject by the nature of its\\nusage.\\nAll schoolhouses should be built of brick. Frame\\nhouses are first of all a great source of danger from fire.\\nThe walls being thinner and more porous, the tempera-\\nture of the room is more subject to changes of heat and\\ncold the economy of fuel in cold weather on this score\\nforms quite an item. The necessity of repeatedly paint-\\ning a frame building forms a continuous source of ex-\\npense and annoyance. A brick schoolhouse should not\\nonly have its exterior walls of brick, but all the main\\ninterior partition walls, and the walls inclosing stair-\\nways, should be of the same material. The expedient\\nof cheapening the building by making interior walls of", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0045.jp2"}, "46": {"fulltext": "14 SCHOOL SANITATION AND DECORATION\\nframe is too often resorted to, with the result that by\\nreason of shrinkage of the interior frame walls and the\\nstability of the outside brick walls, the plastering of\\nwalls and ceilings becomes badly cracked and floors are\\nthrown out of level, and in case of fire it may spread\\nso rapidly as to endanger the lives of the children.\\nThe floors of the schoolroom should be stiff and\\nsound-proof. Where the floor is constructed with a\\nsingle span of joists, 25 feet or more in length, it is\\nlikely to have considerable vibration unless the joists\\nare heavy and closely laid. This continuous vibration\\nin the course of time will deteriorate the plastering on\\nthe ceiling and cause it to fall, to the great danger of\\nthe occupants. Many architects now remedy this by\\nlaying across the room one or two steel beams upon\\nwhich the wooden joists rest, thus diminishing the span.\\nAll floors should be sound-proofed, which is best done\\nwith mortar deafening between the joists. Where econ-\\nomy forms an object, double flooring may be used with\\na heavy layer of building paper between the upper and\\nunder flooring. This is not as good as mortar deafen-\\ning, but is much cheaper and still very effective. The\\nupper or finished floor for schoolrooms should be hard\\nwood, preferably oak. This should also be used in the\\ncorridors, if it is not possible to make these floors of\\ntile. The basement floor should be cement or asphalt.\\nEven where the attic is not used it should be floored\\nover with common boards. This will admit of using the\\nattic for storage, and will also help to keep the rooms\\nwarmer in winter. and cooler in summer. The cost is\\nnot very great and in a few years will pay for itself in\\neconomy of fuel. Where there is no such flooring, the", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0046.jp2"}, "47": {"fulltext": "THE SCHOOL BUILDING 15\\nceiling will become very much chilled and will mate-\\nrially interfere with the working of the heating and ven-\\ntilating system in rooms so exposed.\\nAll the interior walls should be plastered with good\\ncommon mortar, except a dado to the height of about four\\nfeet, which should be made of cement mortar to with-\\nstand the rough usage to which the walls to this height\\nare subjected. This cement mortar dado should be in\\nall schoolrooms and corridors, and along stairways. In\\nmany modern schoolhouses this dado is made of glazed\\nbrick, which is of course still better, being more sani-\\ntary and more durable. The great expense of such\\nwork, however, will bar its general adoption. Wood\\nwainscoting should not be used for sanitary reasons it\\nhas been found in many cases to form a home for\\nvermin. Where a mortar dado is used, it should be\\npainted with oil paint.\\nThe interior finish should be hardwood reduced to a\\nminimum in size, and with few and plain moldings\\nlarge and projecting moldings, which are inacces-\\nsible and may catch dust, should be avoided. It\\nis still better to avoid wood finish around windows\\nand doors altogether, and simply finish around\\nthese with hard plastering with rounded corners.\\nIn many of the later schoolhouses this is now\\nadopted. In this regard the\\nprinciples and usage applied\\nto the treatment of hospitals\\nFig. 1. Cove Base Molding. r\\nalso hold good tor the school-\\nroom. The base should be as low as possible, and should\\nfinish against the floor with a cove, as shown by the ac-\\ncompanying sketch (Fig. 1); this admits of easy sweep-", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0047.jp2"}, "48": {"fulltext": "i6\\nSCHOOL SANITATION AND DECORATION\\ning and avoids accumulation of dirt in the angles. This\\nstyle of base is used in the Boston school buildings\\nthroughout.\\nThe windows should be constructed with great care,\\nfilling in behind the frames with mortar, and where the\\nwood sills join the\\nstone sills it is well to\\ninsert a small steel\\nstrip, as shown by ac-\\ncompanying sketch\\n(Fig. 2). The mor-\\ntar and the steel strip\\nwill check draughts.\\nOn the exposed sides\\nof the building it is\\nwell to provide double\\nsash as described in\\nChapter III, under\\nFig. 2. Window Sill.\\nheating.\\nPROTECTION FROM FIRE\\nThe causes of fire in schoolhouses are many one of\\nthe most common causes is to be found in the furnace\\nroom. Investigation of such fires has generally revealed\\nthe fact, however, that the furnaces have been cheaply\\nand faultily installed. In many cases the basement\\nwas not deep enough properly to receive the furnaces\\nand the hot air pipes, the top of the furnace being\\njammed close to the wood ceiling-joists sometimes the\\nceiling of the basement and furnace room was not even\\nplastered, the wood being directly exposed. Where the", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0048.jp2"}, "49": {"fulltext": "THE SCHOOL BUILDING 17\\nbuilding is reasonably well built and the heating plant\\nproperly installed, there should be little danger from\\nthis source.\\nSchoolhouses which are not more than two stories\\nhigh, containing from eight to twelve rooms, and built\\nwith brick partition walls with sufficient stairways and\\nexits, but with wooden floor and roof construction of\\nsufficient strength, seem to be reasonably safe for chil-\\ndren to occupy. There are few cases on record where\\nthe spread of fire in such buildings was so rapid that\\nthe children could not be removed with safety.\\nIn a large number of schoolhouses, apparatus such as\\nstand pipes, fire pails, and fire extinguishers, is provided\\nto fight fires, but experience has shown that not much\\nreliance should be placed on this. In many schools\\nit is customary to have so-called fire drills, for the\\norderly dismissal of the children in case of such an\\nevent, and there are instances on record where these\\nhave been effectually executed in actual need. More\\neffective than these fire drills and other precautionary\\nmeasures, however, is the sense of security among teach-\\ners and children, which will tend to avoid such panics as\\noften happen with disastrous results, even where there\\nis no need for alarm. It would be well therefore to\\nbuild at least all stairways fireproof and enclosed in\\nbrick walls.\\nIn schoolhouses that are three stories or more in\\nheight, all stairways should be fire-proof, well enclosed,\\nand if possible all corridors should be of fire-proof con-\\nstruction. This method is now being generally adopted,\\nand should not add much to the per cent of cost of an\\notherwise well-built building. The revised building", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0049.jp2"}, "50": {"fulltext": "18 SCHOOL SANITATION AND DECORATION\\nlaws of Boston require that all schoolhouses built in\\nthat city must be entirely of fire-proof construction. In\\nIndiana, according to the new law, all schoolhouses of\\nthree stories or more must be provided with fire escapes.\\nTHE EXTERIOR DESIGN\\nThe exterior of a schoolhouse should possess merit\\nand artistic excellence in architecture, should be beauti-\\nful and dignified in design, and express the purpose for\\nwhich it is used. Artistic results can be achieved by a\\nskillful designer, through good proportion and careful\\ndisposition of masses. An artistic, beautiful, and well-\\nbalanced design does not necessarily increase the cost\\nof a building. All architectural and decorative forms\\nabout the schoolhouse should be refined it costs no\\nmore, nor does it take more material, to execute beau-\\ntiful forms than ugly forms. The schoolhouse should\\npossess all the characteristics described, and should exert\\nan elevating and educational influence.\\nThe most prominent feature and determining factor\\nin the appearance of a schoolhouse is the quality and\\ncolor of the material chosen for the exterior walls.\\nEntire outside walls built of stone give the building a\\nsubstantial and monumental appearance, but stone is\\nseldom employed on account of expense. Next to stone,\\nboth in cost and appearance, comes pressed brick.\\nWall surfaces of pressed brick, when laid up in colored\\nmortar to match the brick, have much the same qual-\\nity of uniformity as those of stone. The great advantage\\nof pressed brick over common brick is the possibility\\nof choice in color. A building of plain gray or buff", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0050.jp2"}, "51": {"fulltext": "o\\nO\\nH\\nQ\\n2 U\\nW\\nCQ\\nD\\nPL.\\nw", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0051.jp2"}, "52": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0052.jp2"}, "53": {"fulltext": "THE SCHOOL BUILDING 19\\npressed brick, trimmed with some cut stone or terra\\ncotta, always makes a refined appearance and will harmo-\\nnize with any surroundings. With modern facilities for\\nthe manufacture of pressed brick, the additional cost\\nover common brick is not such a great item. Where\\ncommon brick must be used on the score of economy,\\nthese should be laid up with red mortar to match the\\nbrick, thereby giving the wall surfaces uniformity and\\nthe appearance of solidity. A building of red pressed\\nor common brick is, however, an ugly blotch and a dis-\\nturbing element to its surroundings, and is only fairly\\nacceptable where it is in an open space surrounded with\\na great deal of greenery.\\nThe exterior design of a schoolhouse should be a\\ntruthful expression of the plan and the purpose for\\nwhich it stands, and all such accessories as sham\\ngables, sham brick towers partly resting on inside stud\\nwalls, should be avoided, and the use of galvanized iron\\nfor architectural features should be reduced to a mini-\\nmum.\\nThe requirements of a modern schoolhouse are many\\nand complex in their character, and require a thorough\\nknowledge of the working of schools on the part of the\\narchitect, and conscientious study of each problem in\\norder to find even a reasonably satisfactory solution for\\nall demands.\\nAmong the principal requirements to be met in the\\nplanning of modern schoolhouses are proper hygienic\\nand sanitary arrangements, adequate heating and venti-\\nlation, correct lighting of the schoolroom, an interior\\narrangement that will aid modern methods of school\\nwork and facilitate discipline.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0053.jp2"}, "54": {"fulltext": "20 SCHOOL SANITATION AND DECORATION\\nTHE INTERIOR DESIGN\\nThe planning of schoolhouses is based, first of all, on\\nthe unit of all schoolhouses, that is, the schoolroom.\\nOne of the chief determining factors in designing\\nsuch buildings is the size of the room, which is\\nestablished by the maximum number of pupils to be\\nseated in it. Experience and careful consideration of\\nthe usefulness of instruction, the control of discipline,\\nand sanitary reasons, have led to the general accept-\\nance of not more than 45 pupils as the best number\\nfor each schoolroom. A good size and proportion of a\\nroom for 45 pupils is width, 24 or 25 feet, length, 31\\nfeet. The story height should be from 13 to 14 feet.\\nThese dimensions will give the number of square feet\\nof floor space and cubic feet of air space required by\\nhygienic laws and described more fully in Chapter III.\\nThe doors of a schoolroom should swing outward. It\\nis well to put a large transom over the door for the\\npurpose of ventilation. Every well-arranged school-\\nroom should be provided with a cabinet or closet for\\nplacing books and the utensils used for school work.\\nThese cabinets are often arranged to be placed in the\\nwall, but in such instances they must often of necessity\\nbe so shallow as to be of little use, and generally\\ncut into valuable blackboard space. Plate III shows a\\ncabinet built separately and set. at the rear wall, where\\nit also forms an ornament to the room.\\nNext in importance to the schoolroom are the cor-\\nridors, stairways, and entrances, and the proper size\\nand arrangement of these form an important factor in\\npromoting discipline and in caring for the safety of the", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0054.jp2"}, "55": {"fulltext": "Bi\\nTJ\\n.a\\na\\na,\\nrt\\n13\\na\\nu\\nB\\n5\\no\\nz\\nc/f\\nto\\n1\\n3\\ni-3\\nS\\n_^\\nCu\\n13\\no\\no\\nX\\nf\\nu\\nQ\\n(U\\nZ\\n-J\\ni\u00e2\u0080\u0094 i\\nt3\\nH\\no\\nM\\nco\\ng\\ns\\naj\\nu\\nto\\n3\\nJ\\nc\\no\\nc\\no\\nu\\nCD\\nX\\nte\\nw\\n[5\\nh\\nu\\nU\\nc5\\nE\\nX\\nu\\nH\\nH\\na!\\nI/)\\n3\\nl\\no\\n1\\naj\\no\\na\\n*P\\nW\\nu\\nCO\\n\u00e2\u0080\u00a2J\\nPh\\nS\\nC\\nOj\\nj\\naj\\nco", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0055.jp2"}, "56": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0056.jp2"}, "57": {"fulltext": "THE SCHOOL BUILDING 21\\noccupants. The entrances, vestibules, and corridors\\nshould be of liberal dimensions; the latter should have\\nan abundance of light and be cheerful in aspect it is\\nalso desirable to give to them such decorative features\\nand large proportions that they may express the noble\\npurpose for which the school building stands. The ves-\\ntibules and corridors, by reason of their dimensions and\\nlight, form a good architectural frame for the hanging\\nof pictures and the disposition of casts where they can\\noften be shown to better advantage than in the rooms\\nprovision for these should be made in the original\\ndesign. Where corriaors are long, they should not be\\nless than 10 or 12 feet wide, and all corridors should\\nhave direct light.\\nEvery entrance should be provided with a vestibule\\nto which there should be, besides the outside doors, a\\nset of inner storm doors which will prevent the direct\\ncold coming into the corridors and keep them free from\\ndraughts. All of these doors should swing outward.\\nWhen possible, the staircases should be built of iron\\nthroughout, having the treads either roughed or fitted\\nwith some of the recently invented lead and steel treads.\\nThe risers for the staircase in a schoolhouse should not\\nbe more than 7 inches high, and the treads not less\\nthan 1 1 inches wide. A good proportion is 6 inches\\nrise and 12 inches tread. The balusters and rails,\\nwhere these are used, should be constructed strongly\\nand put up firmly, so that they may not give way\\nduring a panic. Many schoolhouse architects lay great\\nstress on isolating the stairs as much as possible, and\\nadvocate box stairs enclosed with brick walls. Such\\nstairways, however, do not present a good appearance,", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0057.jp2"}, "58": {"fulltext": "22 SCHOOL SANITATION AND DECORATION\\nand rob the architect of one of his best opportuni-\\nties to develop such an attractive architectural feature\\nas a grand and open staircase. Where there are suf-\\nficient stairways, and the building is not more than\\ntwo or three stories high, it would seem safe to build\\nthe open staircase. Every staircase should have a\\nlanding for each story. Winding stairways should not\\nbe used anywhere.\\nThe cloakroom or wardrobe is a necessary adjunct to\\nthe schoolroom. There are at present three or four\\nmethods in common use for the reception of the cloth-\\ning. One is the cloakroom adjoining the schoolroom,\\nwith a door leading from the schoolroom to the cloak-\\nroom, and a door leading from the latter to the corri-\\ndor. This method adds considerable to the area and\\ncost of the building. In primary schools it has many\\nadvantages and should be used. For higher grade\\nschools the garments are all concentrated in one\\nor more rooms, usually situated in the basement. In\\nsuch instances many of these cloakrooms are provided\\nwith individual lockers, with key or combination locks.\\nThis latter plan is expensive and complicated in its\\nworking.\\nAnother plan, and one which is considerably used\\nin the East, is the ventilated wardrobe arranged in\\nthe corridor along the outside of the schoolroom wall.\\nThese wardrobes are heated and ventilated with the\\nmain halls, thus saving considerable expense. They are\\neasily accessible and enable the designer to cut down the\\ntotal area of the building considerably, and otherwise\\nfacilitate the planning.\\nThe toilet rooms should be conveniently located.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0058.jp2"}, "59": {"fulltext": "PLATE IV. STAIRWAY LANDING.\\nPLATE IV. -ASSEMBLY HALL.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0059.jp2"}, "60": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0060.jp2"}, "61": {"fulltext": "THE SCHOOL BUILDING 23\\nUsually they are placed in the basement, where water\\nand sewerage systems are to be had. Where it is\\nnecessary to separate the toilet rooms from the main\\nbuilding, they should be connected with it by closed\\npassageways, so as not to expose the children to the\\ninclemency of the weather.\\nThe methods of furnishing the toilet rooms and the\\nstyles of fixtures to be used are described fully under\\nChapter IV.\\nIn addition to the requirements of a schoolhouse de-\\nscribed above, the following rooms and provisions are\\ndesirable, and are now usually incorporated in new\\nbuildings\\nPrincipal s office,\\nTeachers 1 retiring room,\\nRecitation rooms,\\nAssembly hall,\\nStore rooms,\\nLunch rooms,\\nBicycle rooms,\\nRooms for manual training.\\nSPECIAL PROBLEMS\\nOne, Two, Four, and Eight-room Buildings.\\nThe number of one-room or district school buildings\\nbeing erected, and the aggregate amount of money in-\\nvested in them, is relatively large, particularly in the\\nmore thinly populated Middle and Western states,\\nwhere they form and will form for the near future, at\\nleast, an important part of our schoolhouse architec-\\nture. The great wave of agitation going over our coun-\\ntry for the erection of better schoolhouses, demanding", "height": "3649", "width": "2309", "jp2-path": "schoolsanitation00burr_0061.jp2"}, "62": {"fulltext": "2zJ SCHOOL SANITATION AND DECORATION\\nthat there be incorporated into these buildings our\\nmodern and enlightened ideals, applies with particular\\nforce to the little one-room district schoolhouse. If it\\nis true that the good architectural design of the school-\\nhouse, with its thoughtfully developed plan and cheer-\\nful interior, should contribute its share of elevating\\ninfluence to the child, and be the source of a pleasant\\nreminiscence in after life, then this is even more neces-\\nsary in a small community where other outside refining\\ninfluences and opportunities are less numerous than in\\nthe larger towns and cities.\\nThere is no good reason why the lighting of the\\nschoolroom in a one-room building should not receive\\nthe same careful study as that of the rooms in a larger\\nbuilding, nor is there any reason why the air in a one-\\nroom building should not be just as pure as that of the\\nrooms of larger buildings. These features of the school-\\nhouse are not elements of cost, or at least not to the\\nextent that is often assumed where these requirements\\nhave not been fulfilled, it is usually found to be due to\\na lack of knowledge of their importance, or to a want\\nof care and conscientious performance of duty by those\\nin charge.\\nIt often seems to the community in a country dis-\\ntrict that it requires no effort or sacrifice on the part\\nof the city or town to erect a school building that meets\\nall modern requirements and has an air of elegance. If\\none considers, however, that the city or town has not\\none, but many buildings to erect, it becomes clear that\\nthe burden is relatively quite as heavy in the towns and\\ncities as in the country districts. It is true, however,\\nthat the comparative cost of the one-room building is", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0062.jp2"}, "63": {"fulltext": "THE SCHOOL BUILDING 25\\ngreater than that of a many-room building; but the\\ntotal cost of the one-room building is always within\\nreasonable limits, and a building once erected will\\nserve for many years.\\nThe brilliant examples cited in foregoing chapters of\\nwhat is being done, should incite in every community\\nthe desire to provide for every new schoolhouse, at least,\\nthose features which are now generally regarded as\\nnecessary for the welfare of the children.\\nThe obstacles in reaching a good final result for the\\none-room schoolhouse are numerous. One of the chief\\ndifficulties is probably the fact that, because the greater\\nconstructional features which enter into the planning\\nof larger buildings do not arise here, it seems to the\\nminds of many that the services of a trained architect\\nare not required, and the erection of the little school-\\nhouse is often left to the neighboring village builder\\nwho has never had time or opportunity for the devel-\\nopment of taste, and who consequently does not ap-\\npreciate the value of it, and whose attention has\\nnever been called to the scientific principles of school-\\nhouse architecture. The one-room schoolhouse prob-\\nably shares that same indifference which is usually the\\nlot of the smaller things in this world. In the one-\\nroom schoolhouse there are problems quite its own, not\\ncommon to larger buildings, the proper solution of\\nwhich is worthy of the best efforts of a trained archi-\\ntect, particularly versed in schoolhouse architecture.\\nThe difficulty in the way of finding such talent con-\\nveniently in the remote school districts, and the element\\nof expense which such work entails, have led the school\\nauthorities of the state of New York to develop with", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0063.jp2"}, "64": {"fulltext": "26 SCHOOL SANITATION AND DECORATION\\ngreat care a normal plan of a one-room school building,\\nwhich was put in such form to be conveniently sent to\\nthe various school districts of the state that desire to\\navail themselves of it. These plans have been largely\\nused and have been the means of the erection of better\\nand improved schoolhouses. In other cases they stimu-\\nlated to still better efforts, and many communities had\\nplans prepared to meet their particular needs.\\nWell-prepared plans can be used to better advantage\\nfor a one-room building than for a building of any other\\nsize, for they are suited to almost any size and shape\\nof ground, and in the great majority of cases they can\\nbe readily adapted to the points of the compass for\\nwhich they are intended.\\nThere is probably a greater tendency to build the\\none-room schoolhouses of frame than to use this ma-\\nterial for the larger buildings. The reasons for this\\nare first, that this material is better adapted for use\\nin small buildings further, in the outlying districts lum-\\nber is more readily to be had than brick or stone and\\nthe mistaken idea of larger economy also has its influ-\\nence. Among the district schoolhouses recently erected,\\nthere is a greater percentage of substantial brick build-\\nings than formerly, and with the rise in cost of lumber,\\nby reason of its greater scarcity, it is to be hoped that\\nbrick district-school buildings will become general.\\nThe schoolroom of the one-room building is usually\\nlarger than that in larger buildings, it being customary,\\nand often necessary, to put a larger number of children\\nin the room of the district school. From fifty to sixty\\nchildren are sometimes compelled to attend the ungraded\\nschool, the latter number however being unusual.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0064.jp2"}, "65": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0065.jp2"}, "66": {"fulltext": "o\\no\\n04\\nA\\no", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0066.jp2"}, "67": {"fulltext": "THE SCHOOL BUILDING 27\\nIn the one-room building it is possible to obtain light\\nfrom both sides, and in some plans from three sides\\nbut the light should be chiefly from one side the left\\nother light should be from the rear. Windows opposite\\nthose along the side of chief light should be small and\\nplaced above the blackboards they should serve for the\\npurpose of ventilation and for the entrance of some\\nrays of sunlight if the house is so situated as to have\\nthe main source of light from the north. If windows\\nare placed in the rear wall, these should be so arranged\\nas not to be objectionable to the teacher, who will have\\nto face them a considerable portion of the day.\\nIn many of the more recent plans, particularly in the\\nEast, there has been a tendency to attach the toilet\\nrooms to the main building. While this has many\\nadvantages as to convenience, especially in inclement\\nweather, it is quite offset where there is no sewerage by\\nthe very objectionable feature of having the toilets so\\nnear; and where the most thorough ventilation cannot\\nbe provided this becomes a serious consideration, es-\\npecially in warm weather.\\nEvery one-room building should have a vestibule with\\ndoors from the outside and doors from the vestibule to\\nthe schoolroom, to avoid cold draughts into the latter.\\nThe vestibule should be as large and spacious as possi-\\nble, and where a furnace is used it should have a small\\nregister to moderate the severe cold.\\nThe plans shown on Plate V,- taken from the book\\non schoolhouse architecture and designed by Mr. Warren\\nR. Briggs, of Bridgeport, Conn., show the toilet rooms\\nin the basement. In this case, however, they are ar-\\nranged with water and sewerage, that is, they are con-", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0067.jp2"}, "68": {"fulltext": "28 SCHOOL SANITATION AND DECORATION\\nnected with a catch basin in a remote part of the lot.\\nThe water supply is pumped into a tank by means of a\\nwindmill. While this is expensive, it is no doubt the\\nproper solution of this vexed question for the school-\\nhouse in remote places where neither water nor sewer-\\nage is to be had.\\nThe design on Plate VI shows a one-room schoolhouse\\nwith the closets detached, but connected with covered\\npassageways. The arrangement for water supply and\\nsewerage is the same as in the first case this building\\nis likewise the work of Mr. Briggs. These plans other-\\nwise have much merit, and embody some requirements\\nnot considered absolutely necessary, but which should\\nbe more generally adopted. Where the funds do not\\npermit the installation and cost of maintenance of the\\ntoilet system as here described, a dry-closet system\\ncould be used to advantage, described in Chapter IV.\\nPlate VII shows the elevation, of a one-room school-\\nhouse in Center Township, Porter County, Indiana.\\nThis is considered the most expensive one-room school\\nbuilding in the state of Indiana, and is said to have\\ncost $5000. It is the pride of the community of Center\\nTownship, and many come from the surrounding coun-\\ntry to inspect the building. The schoolroom is 34\\nby 36 feet, with a seating capacity for sixty-four pupils.\\nIt is provided with an organ. There is an entrance hall,\\na teacher s room, a cloakroom, and a playroom in the\\nbasement, where there is also a well. Part of the\\nbasement is divided off for the heating plant. The\\nlighting of the room is equal from both sides, which\\nis not to be recommended. The building is a story and\\na half, with a room for district meetings on the second", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0068.jp2"}, "69": {"fulltext": "PLATE VII. ONE-ROOM SCHOOL BUILDING, CENTER TOWN-\\nSHIP, PORTER COUNTY, INDIANA.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0069.jp2"}, "70": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0070.jp2"}, "71": {"fulltext": "THE SCHOOL BUILDING 29\\nfloor. The belfry has been made more conspicuous here\\nthan usual, by developing it into a full tower.\\nPlate VIII shows an arrangement which has been\\nsuggested as particularly adapted for the work in the\\ndistrict school. In this room the teacher sits at the\\nrear, with the scholars facing away from her. The\\nrecitation benches are at the back of the room and\\nface the teacher. With this arrangement the teacher\\nhas a better opportunity of overseeing the class, and\\nwhen recitations are going on the pupils who recite do\\nnot much disturb those who are studying. The teacher\\nis not annoyed by looking into the glaring light of the\\nwindows, which in this case are on either side.\\nIn these small buildings the schoolroom should be\\narranged with the same care as in other buildings for\\nthe hanging of pictures and casts, of which good exam-\\nples can now be provided at a relatively low cost.\\nThe exterior of a small brick building, which would\\ngenerally be built of common brick on account of ex-\\npense, should be laid up in red mortar, which lets the\\nwall appear in solid masses, giving a more quiet appear-\\nance than where ordinary white mortar is used. The\\ndeep red brick walls generally contrast well with green\\nsurroundings. If the roof is of shingles, they should be\\npainted a shade of green will give the whole a pictu-\\nresque and pleasing appearance.\\nIn the district schools of Indiana, the school bell is\\nstill generally retained, although -in the city and town\\nschools the bell is a feature of the past. For the\\ndistrict school the bell has its purpose. The belfry\\non a one-room building offers opportunity for a good\\narchitectural feature, helps much to enliven the sky", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0071.jp2"}, "72": {"fulltext": "30 SCHOOL SANITATION AND DECORATION\\nlines of the roof, and is the means of adding height to\\nthe low building. The belfry has come to be such an\\naccepted feature of the one-room building that it is\\na distinguishing mark to interpret to the stranger the\\npurpose of the building.\\nPlate IX shows the basement and first story of a\\ntwo-room building. This building is in one of the\\nsuburbs of Boston and was designed by Mr. Edmund M.\\nWheelwright, city architect of Boston at the time. In\\nthe basement are located the toilet rooms and play-\\nrooms, with separate stairways for boys and girls.\\nThere are separate wardrobes for boys and girls for\\neach room. This schoolhouse shows a liberal arrange-\\nment in planning, and is a model building of this\\ncharacter. The exterior is treated in colonial style.\\nThe dry-closet system was adopted, since there was no\\nsewer available. The heating is by steam with indirect\\nradiation.\\nPlate X shows the first and second story plan of\\na four-room building. One advantage of this plan is\\nthat all four rooms are turned toward the same point\\nof the compass, thus making possible a uniform arrange-\\nment of light and heating. This building has one\\nlarge stairway, which is safe and ample for the ninety\\nchildren on the second floor. The entrance is through a\\nspacious vestibule, the floor of which is only six inches,\\nor one step, above the outside walk. The steps leading\\nup to the level of the first floor are inside the building,\\nwhere they should be for every schoolhouse, since out-\\nside steps become covered with snow and ice in winter\\nand are a source of danger. Separate stairs for boys\\nand girls lead from the vestibule down to the basement,", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0072.jp2"}, "73": {"fulltext": "PLATE VIII.\u00e2\u0080\u0094 ONE-ROOM BUILDING.\\nFRONT ELEVATION AND FIRST FLOOR PLAN.\\n(Teacher behind pupils.)\\nVonnegut and B 0/171, Architects,\\nIndianapolis, Indiana.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0073.jp2"}, "74": {"fulltext": "BASEMENT PLAN.\\n-SCHOOL ROOM-\\nI I VESTIBULE I |o|\\nWARDROBE 1 I gj\\nBOYS\\nWARDROBE\\nB B ffl B\\nFIRST FLOOR PLAN.\\nPLATE IX. TWO-ROOM SCHOOL BUILDING.\\nEdmund M. Wheelwright, Architect,\\nBoston.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0074.jp2"}, "75": {"fulltext": "THE SCHOOL BUILDING 31\\nwhere the play and toilet rooms are located. Opposite\\nthe main entrance is a passage which leads out to the\\nplayground. The steps leading to the level of the\\nyard are likewise inside the building, and this entrance\\nis also provided with a double set of doors to pre-\\nvent draughts. The cloakrooms are large, conveniently\\nlocated, and have direct outside light. The corridors\\nare large and airy, with an abundance of light. On the\\nsecond floor a teacher s room occupies the space which\\nis used on the lower floor for a passage to the rear.\\nThe cost of this building, executed in brick, with in-\\nterior brick partition walls, slate roof, basement under\\nthe whole building, heating and ventilation by means of\\nlarge, hot-air furnaces, flooring deafened, and of good\\nand safe construction, is about $12,000.\\nPlate XI shows the first and second story plan of an\\neight-room building, with assembly hall on the second\\nfloor. Plate XII shows the exterior of this building,\\nwith the assembly hall well located in the central part.\\nThe entrance is large, leading to a spacious vestibule\\nwith a double set of doors and steps entirely inside\\nof building, leading from the level of the outside walk\\nto the first floor. The exit to the playground is toward\\nthe rear, under the main stairway, separated for boys\\nand girls. From the rear vestibule separate stairs for\\nboys and girls lead down to the toilet rooms in the\\nbasement.\\nOn the first floor, located near the entrance, are the\\nprincipal s office and teachers retiring room, besides\\nstorerooms and cloakrooms. The basement has two\\ndirect exits into playgrounds, and these are also used as\\nbicycle runs to bicycle rooms in basement.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0075.jp2"}, "76": {"fulltext": "32 SCHOOL SANITATION AND DECORATION\\nThere are four schoolrooms on the first floor and four\\non the second floor. These receive their light chiefly\\nfrom one side, through large windows which come\\nwithin six inches of the ceiling. The base around the\\nrooms and corridors is cove-shaped, as shown in the illus-\\ntration on page 15. There is no finish around the doors\\nor windows. The angles formed by walls and ceilings\\nare occupied by coves with about six inches radius, thus\\navoiding an accumulation of dust and aiding in the free\\nmovement of air. The dados throughout are of cement\\nplastering covered with oil paint. One grand stairway\\nleads from the first to the second floor. This stairway\\nis altogether 28 feet wide, formed of one wide middle run\\nand two side runs. The platform is large with room\\nfor flowers, as shown in Plate IV. From this plat-\\nform a door leads directly out to a good fire-escape.\\nThe entire stairway is constructed of iron.\\nThe main feature of the second floor is the assem-\\nbly hall shown on Plate IV. This assembly hall is\\nlarge enough to seat all children attending the school.\\nThe building is heated with direct-indirect steam heat-\\ning for schoolrooms, and direct steam for other parts of\\nthe building. In the assembly hall a steam pipe runs\\nalong the full length of the hall, and serves as a foot\\nwarmer. The exterior of the building is laid up in\\ncommon brick richly trimmed with cut stone work.\\nThe total cost was $26,000.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0076.jp2"}, "77": {"fulltext": "PLATE X. FOUR-ROOM SCHOOL BUILDING.\\nVonnegut and Bohn, Architects,\\nIndianapolis.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0077.jp2"}, "78": {"fulltext": "SECOND FLOOR PLAN.\\nFIRST FLOOR PLAN.\\nPLATE XL EIGHT-ROOM SCHOOL BUILDING, WITH\\nASSEMBLY HALL.\\nVonnegut and Bohn, Architects\\nIndianapolis.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0078.jp2"}, "79": {"fulltext": "CHAPTER III\\nPRINCIPLES OF VENTILATING, HEATING, AND LIGHTING\\nSir Edwin Chadwick did not exaggerate when he\\nsaid that good ventilation, heating, and lighting of a\\nschoolroom will augment the capacity of attention of\\nthe pupils by at least one-fifth as compared with that of\\nthe children taught in schoolrooms of common construc-\\ntion. In order to ventilate a schoolroom properly, it is\\nnecessary to remove quickly the air vitiated by respira-\\ntion, and to replace it with fresh air. This must be\\ndone without producing perceptible draughts. The\\noxygen obtained from the air is absolutely essential for\\nthe continuance of all forms of animal life, school chil-\\ndren not excepted.\\nExpired air contains about four per cent of carbonic\\nacid gas, besides having its volume of oxygen diminished\\nby about the same amount. Furthermore, this expired\\nair has become considerably warmer, and has acquired a\\nlarge quantity of water vapor from the lungs and air\\npassages. Carbonic acid gas is unsuitable for the sup-\\nport of healthy respiration. It will not support com-\\nbustion, as is shown by plunging a lighted taper into it.\\nAnimal life is almost as suddenly extinguished when\\nplaced in an atmosphere of it. Mixtures of this gas,\\nwith the common air in different proportions, give rise\\nd 33", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0079.jp2"}, "80": {"fulltext": "34 SCHOOL SANITATION AND DECORATION\\nto various symptoms that indicate incomplete oxidation\\nof the blood, and in some cases cause slow death.\\nHowever, the carbonic acid gas that occurs in the ex-\\npired air from man or animals seems to be far different\\nin its effects from the carbonic acid gas derived from\\npurely chemical sources. Carbonic acid gas is in itself\\nodorless, and yet when we enter a crowded and poorly\\nventilated schoolroom we can always detect a very dis-\\nagreeable odor. This is caused by a volatile, organic\\nmatter, which comes off from the body in the process\\nof respiration, and which is the most vicious constituent\\nof expired air. It is invisible and is very difficult to\\nmeasure or analyze even by the most delicate chemical\\nmethods. It is this which we notice when we enter a\\nclose room, and being organic matter, it is subject to\\nputrefaction. While it takes a large quantity of car-\\nbonic acid gas to become injurious, a very small quan-\\ntity of this organic poison may do much harm. It is\\npossible, however, to measure the carbonic acid quite\\naccurately. And as the organic matter increases in\\ndirect proportion with the carbonic acid, we can use the\\nmeasure of the carbonic acid as the indicator of the\\namount of the poisonous material. In other words, we\\nmake our tests for this organic matter by measuring\\naccurately the percentage of carbonic acid. It is an\\nimportant fact for us to bear in mind that carbonic acid\\ngas, as it comes from combustion or respiration, always\\nappears in bad company. If, for example, it is the\\nresult of the combustion of coal, it is usually accom-\\npanied by sulphurous acid, a poisonous gas and if\\nit is the result of respiration, it is always accompanied\\nby these minute quantities of volatile, organic poisons.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0080.jp2"}, "81": {"fulltext": "VENTILATING, HEATING, AND LIGHTING 35\\nAs Dr. Ransome says The aqueous vapor arising\\nfrom the breath and from the general surface of the\\nbody contains a minute proportion of the animal refuse\\nmatter which has been proved by actual experiment to\\nbe deadly poison. It is this substance which gives the\\npeculiar, close, unpleasant smell which is perceived on\\nleaving the fresh air and entering a confined space occu-\\npied by human beings and other animals, and air thus\\ncharged has been fully proved to be the great cause of\\nscrofulous or tubercular diseases, and it is the home and\\nnourisher of these subtile microscopic forms of life that\\nhave lately become so well known under the title of\\ngerms of disease or microzymes.\\nEFFECTS OF BAD AIR\\nThere are several things about expired air that di-\\nrectly affect the human organism. Expired air has less\\noxygen, contains considerable carbonic acid gas, to-\\ngether with minute quantities of poisonous organic\\nmatter; it has a large amount of watery vapor and is\\nwarmer. That these factors have evil effects, especially\\nwhen they are in a concentrated condition, has been\\nunhappily proved in certain well-known instances. In\\nthe Black Hole at Calcutta, 146 persons were confined\\nin a space 18 feet each way, with two small win-\\ndows on one side. On the next morning 123 were\\nfound dead, and the remaining 23 were very ill.\\nIt must not be supposed, however, that no ill results\\nfollow a comparatively small degree of pollution, because\\nthese results are not immediately apparent. A general\\nlowering of strength and vigor is produced, and a greater", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0081.jp2"}, "82": {"fulltext": "36 SCHOOL SANITATION AND DECORATION\\nproneness to fall victim to respiratory and other dis-\\neases. The drowsiness and languor so frequently\\nnoticeable in school children are to the intelligent\\nteacher, not an indication of wilful inattention, but of\\nthe need of purer air. Yawning, again, is a cry of the\\nnervous system for purer blood, z .,for blood containing\\nmore oxygen and less effete matter.\\nIt is in the highest degree unfair to expect the brains\\nof children to be active in the exercise of their func-\\ntions, while they are provided with blood which is\\nvitiated by respiratory impurities, and are thus kept in\\na species of mental fog.\\nTESTS FOR BAD AIR\\nIt is not necessary to go through a careful chemical\\nanalysis to ascertain the amount of impurities in school-\\nroom air. It is accepted among sanitarians that the\\nmaximum amount of carbonic acid gas permissible is\\n.07 per cent. This does not mean that the carbonic\\nacid gas is the dangerous thing, but that amount of car-\\nbonic acid gas indicates the greatest amount of organic\\nimpurity consistent with the preservation of health.\\nThere is no simple test for the organic impurities in\\nair, which are really more important, because more\\npernicious than the carbonic acid but inasmuch as\\nthe carbonic acid is nearly always in exact proportion\\nto the organic matter, the test for the former answers\\nequally well for the latter.\\nThis test, combined with the sense of smell on com-\\ning directly from the external air, gives most reliable\\nindications which should never be neglected.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0082.jp2"}, "83": {"fulltext": "VENTILATING, HEATING, AND LIGHTING 37\\nA simple and rapid method for estimating the amount\\nof carbonic acid in the air is described as follows by Dr.\\nJ. B. Cohen: 1\\n(1) A standard solution of limewater. Pure water is\\nleft in contact with slacked lime until saturated. The\\nclear decanted liquid is diluted with 99 times its own\\nvolume of distilled water. Make one quart or one liter.\\n(2) Phenolphthalein solution is made by dissolving\\none part of phenolphthalein in 500 times its weight of\\ndiluted alcohol (equal volumes of pure alcohol and\\nwater). Make three ounces or 100 cubic centimeters.\\n(3) A twenty-ounce stoppered bottle with (preferably)\\na hollow stopper marked to hold three drams or ten\\ncubic centimeters.\\nA sample of air is taken by blowing air into the clean\\nstoppered bottle with bellows. Six minims or one-third\\nof a cubic centimeter of the phenolphthalein solution\\nis then added, and the measured volume of limewater\\nis run into the hollow stopper. The limewater is poured\\ninto the bottle, the stopper inserted, the time noted, and\\nthe contents vigorously shaken. If the red color of the\\nliquid disappears in three minutes or less, the atmos-\\nphere is unfit for respiration.\\nThe stock of limewater should be kept in a bottle\\nfurnished with a top and coated within with a film of\\nparaffin, and in the neck an open tube should be in-\\nserted containing pieces of caustic soda or quicklime.\\nThe phenolphthalein solution is best measured by means\\nof a narrow glass tube passing through the cork of the\\nbottle upon which the measured volume is marked. If\\n1 Smithsonian Miscellaneous Collections, Vol. XXXIX, Washington,\\n1896. Number 1073. Appendix.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0083.jp2"}, "84": {"fulltext": "38 SCHOOL SANITATION AND DECORATION\\nthe cork fits easily, the liquid may be forced up exactly\\nto the mark by pushing in the cork.\\nThe following are estimates made in this manner\\ncompared with the results obtained by Pettenkofer s\\nmethod\\nTime. Per cent. Volume\\nMinutes. of Carbonic Acid.\\nIf I6l8\\nIf 1379\\n12 I279\\n3* 07716\\nArk -05142\\n5 0464\\n1\\\\ 035 1\\nThis method may be used in the classroom at any\\ntime, but care should be taken to insure the cleanliness\\nof the bottles and the purity of the standard solution.\\nNo bottles that have contained any acid or alkali should\\never be used, unless the bottles have been thoroughly\\ncleansed and rinsed.\\nIn taking the sample of air with the bellows, it is\\nwell to have a rubber tube five or six feet long at-\\ntached to the inlet opening on the bellows, thus guard-\\ning against vitiation of the air by the experimenter.\\nThe school children should not gather about the appa-\\nratus, as they might by their breathing interfere with\\nthe results. On the other hand, it is well to have them\\ninterested in the air test and as far as possible know\\nwhat is being done they should also be told the\\nresults.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0084.jp2"}, "85": {"fulltext": "VENTILATING, HEATING, AND LIGHTING 39\\nVENTILATION REQUIREMENTS\\nIt has been seen that for healthy respiration air\\nshould never contain more than .07 per cent carbonic\\nacid. Some authorities, however, place this figure at\\n.06 per cent. We will place our standard at the former\\nfigure. Ventilation, then, should have for its object\\nthe keeping of the amount of carbonic acid gas within\\nthis limit.\\nEach individual gives off in the process of respiration\\n316 cubic centimeters of carbonic acid gas per minute,\\nso that it requires not less than 590 cubic meters of\\nfresh air per hour to keep each individual supplied\\nwith air containing less than .07 per cent of carbonic\\nacid gas. Parkes, an authority on hygiene, gives the\\nfollowing figures for the amount of fresh air that should\\nbe supplied to persons in health and repose\\nFor adult males, 35 00 cu. ft. per head per hour.\\nFor adult females, 3000 cu. ft. per head per hour.\\nFor children, 2000 cu. ft. per head per hour.\\nFor mixed community, 3000 cu. ft. per head per hour.\\nIn actual practice, in the ventilation of schools, 2000\\ncubic feet per hour is usually taken as the quantity\\nof air that is practicable to furnish to pupils, and no\\nplan or system of ventilation should aim at giving a\\nsmaller supply. No air should be considered too pure\\nfor school children. Each pupil should be provided\\nwith from 25 to 30 cubic feet of fresh air per min-\\nute, and this should be distributed without producing\\ndraughts, and having a temperature of not less than\\n6o\u00c2\u00b0 nor more than 68\u00c2\u00b0 Fahr.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0085.jp2"}, "86": {"fulltext": "40 SCHOOL SANITATION AND DECORATION\\nThe following rules respecting ventilation are of\\nimportance\\n(i) The air should be drawn from a pure source.\\n(2) No draught or current should be perceptible.\\nOften the remedy for a draught is not to close the\\nopening, but to make others in order to increase the\\narea through which the air enters.\\n(3) The entry of air should be constant, not at in-\\ntervals.\\n(4) An abundant exit for impure air should be pro-\\nvided separate from the points of entrance of fresh\\nair. In order to maintain a given standard of purity,\\nit is necessary to provide for the removal of a volume\\nof impure air equal to that of the pure air which is\\nsupplied. In order to satisfactorily fulfill all these re-\\nquirements, it is necessary to understand fully the sev-\\neral systems of ventilation.\\nNATURAL VENTILATION\\nThere are two natural agencies that are constantly\\nassisting to bring about ventilation the diffusion of\\ngases, and the air currents formed by differences in\\ntemperature.\\nDiffusion, by which the purer outside gases tend to\\nmix with the impure internal air, is constantly going on,\\nthough under ordinary circumstances the rate of dif-\\nfusion is slow, and the amount of interchange thus\\neffected is but small.\\nDifferences in temperature cause much more active\\nmovements of air, warm air floating to the top of cold\\nair, as oil floats to the top of water. The air in a room", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0086.jp2"}, "87": {"fulltext": "VENTILATING, HEATING, AND LIGHTING 41\\nis warmed by the inmates and by the stove, gas, or\\nother source of artificial heat. Cold air tends to rush\\nin from every opening, and, being heavier than warm\\nair, falls toward the floor, producing a draught. The\\ngreat problem of ventilation is to secure a sufficient\\ninterchange of air without causing draughts. The en-\\ntrance of air at any temperature below 50 into a room\\nwhose temperature is 65 or even 70 is almost certain\\nto be accompanied by a draught hence it is necessary\\nto warm the entering air during the winter months.\\nIf a free entrance for pure air is not provided, the\\ninfluence of the higher temperature in the schoolroom\\nmay produce an aspiration of air from undesirable\\nplaces. Thus it not uncommonly happens that air is\\ndrawn directly from underground cellars, defective\\ndrains, water-closet rooms, and so on.\\nFor practical purposes there are two kinds of ventila-\\ntion, natural and artificial. The former is produced by\\nthe ordinary interchange of air when doors and windows\\nare allowed to remain open. The latter depends upon\\nthe assistance of the heating apparatus, or of some\\nmechanical appliance for forcing the air into the rooms\\nor of sucking it out from them. Natural ventilation\\nis possible only during the warmer months. The colder\\nthe outside air, the more violent the draughts when it\\nis admitted to the warm room. It is unsafe to rely on\\nit for a supply of pure air when all doors, windows, and\\nventilators are closed. The diffusion of the outside\\nair through the walls, cracks around doors and windows,\\netc., is insufficient to purify the air, and, if depended\\nupon, will result in the foul atmosphere only too com-\\nmon to schoolrooms.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0087.jp2"}, "88": {"fulltext": "42 SCHOOL SANITATION AND DECORATION\\nIn order that natural ventilation may be more effec-\\ntual, all corridors should be large and airy, and have\\nwindows opening direct to the outer air. No school-\\nroom plan which does not fulfill these conditions can be\\nregarded as satisfactory.\\nIn the methods of ventilation hitherto described, the\\nair is admitted at the same temperature as the external\\nair. Such methods have, however, but a limited appli-\\ncation in the northern United States. During a large\\nportion of the year, in order to prevent dangerous\\ndraughts, the incoming air requires warming.\\nWhen the external temperature reaches 6o\u00c2\u00b0, or better\\nstill 65 the air may be freely admitted. Open windows\\nare by far the best means of ventilation, and during the\\nschool recess all the windows should be thrown open,\\nopposite windows if possible, or doors and windows, in\\norder that the rooms may be thoroughly flushed with\\nair. Ordinary ventilation commonly leaves a consider-\\nable proportion of organic volatile matter from respira-\\ntion hanging about the room, while the rapid currents\\nof air during the flushing of a room carry this away.\\nNatural ventilation, as a method of purifying school-\\nroom air, must be discarded entirely during the winter\\nmonths.\\nARTIFICIAL VENTILATION\\nArtificial or forced ventilation refers to those methods\\nwhich employ some artificial means for moving air.\\nNearly all such systems depend upon one of two things\\n(1) the rarifying power of heat applied to air in flues,\\nthe so-called gravity system, and (2) the mechanical\\npower applied through the medium of fans. In the", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0088.jp2"}, "89": {"fulltext": "Suitable for a well lighted space\\nin an upper grade room. Exquisite\\nvalues of lio-ht ann* shanV\\nive treatment of detail.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0089.jp2"}, "90": {"fulltext": "Ig direct\\n1\\n\u00e2\u0096\u00a0pli-\\ns if\\nthe\\nTjVlLjArifi trown open,\\n..d window\\nrobrm x l ty flusnea wi\\nifh\\ns a consider-\\n\u00e2\u0080\u00a2pira-\\nI hin\\n3DBqa baJdgil Ibw iol aldsJii^\\n3*ieiupx3 .mooi sb\u00c2\u00a3Tg isqqij\\n-Ja^g^uS .abjsrte bnz U", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0090.jp2"}, "91": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0091.jp2"}, "92": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0092.jp2"}, "93": {"fulltext": "VENTILATING, HEATING, AND LIGHTING 43\\nfirst method, the gravity system, the problem is to draw\\nthe cold bad air out of the rooms, and at the same time\\ndraw warm fresh air in. Warm air is lighter than cold\\nand will always rise. Carbonic acid, at the temperature\\nat which it is generated in the lungs, is considerably\\nlighter than air, but as soon as it cools to the ordinary\\ntemperature, it becomes heavier and of course falls.\\nThe object of this gravity system is to remove the\\ncold bad air from the bottom of the room, leaving that\\nwhich is fresh and warm. It is not a very difficult mat-\\nter to create a strong current by heating air and allow-\\ning this heated air to pass up through a shaft or stack.\\nIf this stack is connected with the outlets for the bad\\nair, the foul air will be withdrawn from the rooms\\nby the force of the current, which tends to create a\\nvacuum. The larger the number of outlets through\\nwhich the air is being drawn out, the less chance there\\nis for the creation of draughts along the floor of the\\nroom. Inlets for fresh air must be provided, and proper\\narrangements made for heating it, so that it will be\\ncirculated through all parts of the room at the proper\\ntemperature. It is readily seen that this fresh air does\\nnot have to be forced into the room through the\\ninlets because the ventilating shaft tends to produce\\nthe vacuum in the room, and the fresh warm air will be\\nsucked in to fill the vacuum. The action of the air\\ncurrents in such a system is well shown in Fig. 3.\\nThe warm air, if allowed to enter-high in the wall of the\\nroom, makes a complete circuit of the room without creat-\\ning much draught, and is sucked out through the outlet\\nby means of the sucking action caused by the -current\\nof air in the ventilating shaft. While these currents", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0093.jp2"}, "94": {"fulltext": "44\\nSCHOOL SANITATION AND DECORATION\\nmay be slightly affected by natural ventilation through\\ndoors and windows, the variation will not interfere ma-\\nterially with the proper results being attained. The\\ndiagram provides, as can readily be seen, for both inlet\\nand outlet on the same side of the room. Other loca-\\ntions for these openings have been advocated for\\ninstance, the warm air inlet may be in the floor, and the\\nFig. 3. Gravity System, with Inlet and Outlet on the Same\\nSide of the Room.\\nvent on the opposite side of the room and near the floor.\\nThe result of such an arrangement is shown in Fig. 4.\\nIn this case the distribution of the warm air is not\\ncomplete.\\nStill another arrangement is to have the warm air\\ninlet on the floor at one side of the room, and the outlet\\nhigh up on the other side. This gives still less distribu-\\ntion of the warm fresh air throughout the room, as is\\nshown in Fig. 5.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0094.jp2"}, "95": {"fulltext": "VENTILATING, HEATING, AND LIGHTING 45\\nFig. 4. Gravity System, with Inlet and Outlet on Opposite\\nSides and near the Floor.\\nFig. 5. \u00e2\u0080\u0094Gravity System, with Inlet near the Floor and Outlet\\nnear the ceiling on the opposite side.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0095.jp2"}, "96": {"fulltext": "4-6\\nSCHOOL SANITATION AND DECORATION\\nMethods have been tried introducing the warm air\\nrather high up in the room, and withdrawing it from\\nthe opposite side near the floor. Figure 6 shows that the\\nresults are similar to the last arrangement. These last\\ncases are bad enough, but there are others even worse.\\nFigure 7 shows the inlet high and the outlet nearly\\nopposite. Where this plan is adopted, any escape of\\nFig. 6. Gravity System, with Inlet High and Outlet near the\\nFloor on the Opposite Side.\\nthe vitiated cool air must be brought about through\\nthe natural ventilation of doors and windows, or by dis-\\nturbance of the lower atmospheric stratum, by the\\noccupants of the room. Careful experiments have been\\ntried in glass rooms by ventilation experts, who have\\nwatched the course taken by the air currents under\\nthese different conditions, the currents being marked\\nby smoke, and thus easily studied.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0096.jp2"}, "97": {"fulltext": "VENTILATING, HEATING, AND LIGHTING 47\\nIn practice, it is found advisable to have several out-\\nlets for the air rather than one, as is indicated in the\\ndiagrams. Thus there is less chance for the production\\nof draughts, and a better circulation is afforded. These\\ngravity systems usually arrange for a mixing valve, by\\nmeans of which the temperature of the fresh air is\\nregulated, it being possible by opening or closing the\\nFig. 7. Gravity System, with Inlet High and Outlet High and\\nOpposite.\\nvalve to introduce more or less cold air directly from\\nthe outside as occasion demands. Automatic regulators\\n(thermostats) have been devised and installed to open\\nor close these valves, without requiring the attention of\\nthe teacher. In many instances, these work admirably\\nbut often get out of adjustment, in which case there is\\nno ventilation, and either too little or too much heat.\\nIt is of the greatest importance in the introduction of\\nthis or any other recognized system of heating and", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0097.jp2"}, "98": {"fulltext": "48 SCHOOL SANITATION AND DECORATION\\nventilating that an expert engineer of wide experience\\nshould make the plans and complete the arrangements.\\nEach school building requires a special study by itself.\\nTwo buildings constructed on exactly the same archi-\\ntectural plans might require entirely different heating\\nand ventilating systems, because of slightly different\\norientation or exposure. It has been the tendency in\\nthe past to economize on systems of ventilation but\\nwhen the necessary expensiveness of good ventilation\\nis fairly grasped by school managers, there will be an\\nend of this attempt to save money, which is now so\\ngeneral. Such economizing is at the expense of the\\nchildren s health and greatly tends to increase our\\nmortality.\\nThe other method of artificial ventilation, that re-\\nquiring mechanical means to force fresh air into the\\nrooms, operates in exactly the opposite way from the\\ngravity system. That is, the fresh air is forced into\\nthe schoolroom by means of a fan, and the foul air is\\npushed out through any openings in the rooms, and\\npasses away through a stack. The air in the rooms in\\nsuch a system as this is under constant pressure. All\\nspaces are filled with air, and all leakage is toward the\\noutside. Thus the entrance of contaminated air from\\nany outside source is absolutely prevented. Such a sys-\\ntem as this, in distinction from the vacuum system, is\\ncalled the plenum.\\nThe diagrams shown in the discussion of the gravity\\nsystem will answer as well for the fan system, if we\\nimagine the warm air to be forced into the room, and\\nthe vitiated air to be pushed out through the vents.\\nThe plenum has one great advantage over the vac-", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0098.jp2"}, "99": {"fulltext": "VENTILATING, HEATING, AND LIGHTING 49\\nuum system, in that the air in the rooms is under\\npressure, and there is no opportunity for bad air to leak\\ninto the rooms through floors or walls. Of course the\\nair that is warmed and distributed must be taken from\\na pure source, and this leads to the discussion of an\\nimportant point. This is the air supply.\\nThe air must never be taken from the basement. It\\nmust be taken in from the outside and the condition of\\nthe ground over which it is drawn is of great importance.\\nThe best conditions are afforded by a grass plot that\\ncan always be kept mown and clean. If necessary, it\\nshould be fenced off, and all scraps from lunches, loose\\npapers, apple cores, banana skins, etc., must be kept\\nfrom it. It should be the cleanest and most beautiful\\nspot about the school, and should be as far as possible\\nfrom the part of the building in which the sanitaries are\\nlocated. In this way a pure, fresh supply is assured,\\nand one that is comparatively free from dust. In warm-\\ning: the air, it is often advisable to furnish it with some\\nmoisture. This should all be arranged in connection\\nwith the heater. A room that is overheated with dry\\nair is very oppressive.\\nThese systems, such as the gravity and the mechani-\\ncal systems, require the expenditure of considerable\\ncoal or gas in order to heat the air and to run the\\nnecessary machinery. No system of warming and\\nventilating has as yet been devised which will work\\nautomatically. Any system, if, it is good for anything,\\nmust be supervised by a competent man. Brains are\\nrequired as well as coal for an apparatus designed for\\nthis great purpose. The man who is responsible for\\nthe running of the heating and ventilating apparatus\\nE", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0099.jp2"}, "100": {"fulltext": "50 SCHOOL SANITATION AND DECORATION\\nnot uncommonly regards good ventilation as inimical\\nto his interests, and in case the heat is lowered, will\\nsometimes stop the valve leading to the exit flues, thus\\npenning up the hot impure air, rather than supply the\\nextra fuel required. Of course it is for his interest to\\nappear economical of coal. He is, therefore, under con-\\nstant temptation to check the outflow of warm air from\\nthe rooms and to minimize the period of flushing them\\nwith the external air after school hours.\\nVarious other methods of heating schoolrooms are in\\ncommon use. One that deserves some attention is that\\nwhich utilizes steam for heating, the radiators being\\nplaced in schoolrooms next to the outside walls. Open-\\nings are cut through the walls at the base of these\\nradiators, permitting the outside air to enter the room\\nand become heated by passing between and around\\nthe various pipes of the radiator. The outlets for bad\\nair are usually placed on the opposite side of the room\\nfrom the radiators, thus insuring a fairly good circula-\\ntion of the air throughout the room.\\nThe action of such a system on the air currents in\\nthe room may be seen in Fig. 8.\\nSteam-heating, if the radiators are in the schoolrooms,\\nis not advisable unless there are openings provided for\\nadmitting fresh air. The temperature is regulated with\\ngreat difficulty, even if the valves are in good condition.\\nThe average steam-heated schoolroom is overheated.\\nIn smaller schools it has not been customary to intro-\\nduce any of these more or less complicated systems be-\\ncause of the expense, and yet none of the other methods\\nthat have been devised for them are perfectly satisfac-\\ntory. The unjacketed stove, when placed in the school-", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0100.jp2"}, "101": {"fulltext": "VENTILATING, HEATING, AND LIGHTING 51\\nroom itself, cannot be considered with favor. It is true\\nthat several forms of stove have been arranged with\\njackets, double floors, ventilating shafts, etc., but even\\nthen, unless conditions are remarkably in their favor,\\nsuch heating and ventilating apparatus will not work\\nwith satisfaction. In cold weather, in particular, such\\nstoves will not heat the room equally. Some children\\nFig. 8. Steam with Direct Radiation.\\nwill be warm and some cold. Stoves without any sys-\\ntem of jacketing should never be used. They make the\\nair very dry, produce a close smell, and heat the room\\nonly on the side where the stove happens to be.\\nThe distribution of the warm air in this case may be\\nseen in Fig. 9. If this stove is jacketed, and proper\\nmeans taken to heat and distribute outside air and to\\nremove bad air, much objection is removed. It will be\\nfound, however, upon taking into account the expense\\nof jacketing the stove, providing the necessary ventila-\\ntion flues, etc., required to make it work satisfactorily,.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0101.jp2"}, "102": {"fulltext": "52\\nSCHOOL SANITATION AND DECORATION\\nthat the expenditure incurred will not be very far from\\nthat required for the construction of a cellar and furnace,\\nand the latter system would give far greater satisfaction.\\nOne serious objection to having the heating apparatus in\\nthe schoolroom is, that any attention which it may re-\\nquire during school hours is a cause of distraction to\\nthe children.\\nFig. 9. The Unjacketed Stove\\nFireplaces are considered very good things to have\\nin schoolrooms, but they must not be depended upon as\\nthe only means of heating and ventilating. A fireplace\\nfurnishes a cheerful warmth and is a great purifier of\\nthe air, but its heat is too unequally distributed. Even\\nin smaller rooms it produces cold currents of air along\\nthe floor. Attempts have been made to utilize the heat\\nusually passing up the chimney and wasted by the fire-\\nplace, by means of chambers behind the fireplace, In", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0102.jp2"}, "103": {"fulltext": "VENTILATING, HEATING, AND LIGHTING 53\\nthis way external air is warmed as it enters the room.\\nA heater constructed on this plan is shown in Fig. 10.\\nAt the back of the heater is an air chamber communi-\\ncating with the external air.\\nAir admitted through the opening {a, Fig. 10) is\\nwarmed by coming in contact with the fire-clay {d),\\nFig. 10. Slow-Combustion Ventilating Stove.\\n1. Section of stove, showing a, entrance of cold air; b, entrance of warmed\\nair into room c, smoke flue d, fire-clay back of stove.\\n2. Front elevation of same stove.\\nwhich separates the air channel from the smoke flue (c).\\nThe warmed air leaves the air channel by the grating (b)\\nover the fireplace, and then travels along the upper part\\nof the room, falling to the floor as it cools, and finally\\nescaping up the chimney.\\nThe distribution of air currents in a room with this", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0103.jp2"}, "104": {"fulltext": "54 SCHOOL SANITATION AND DECORATION\\narrangement would be similar to that shown in Fig. 3.\\nA specially arranged fireplace of the kind just described\\nmight be found very useful in a very small room, but in\\nthe larger rooms it could hardly be satisfactory by itself.\\nLIGHTING OF SCHOOLROOMS\\nThe proper lighting of schoolrooms is one of the\\nmost important problems of school hygiene, and yet we\\nfind very few schoolhouses that are really well lighted.\\nThe eyes are in such constant use in school that the\\nconditions under which they work should be the most\\nfavorable. Direct sunshine in the schoolroom is always\\ncheerful, and yet the eye is dazzled, irritated, and often\\npermanently injured by working on objects that are\\ndirectly illuminated by the sun. One of the most im-\\nportant rules in the lighting of a schoolroom is to ex-\\nclude the direct rays of the sun during school hours. It\\ndoes not necessarily mean that the schoolrooms are\\nbest arranged on the side of the building which is not\\nreached by the sun, because it is essential to utilize the\\nsun s rays to purify the air of the room. The mental\\neffect of deficient light is accompanied by an actual\\nphysical effect, so that we should guard against having\\ntoo little light, just as much as against having too much\\nlight. The proverb weir says, that Where the light\\ncannot come, the doctor must. It has been observed,\\nin practice, that the attendance in a poorly lighted\\nschoolhouse is always less regular than in a cheerful\\nand well-lighted school.\\nThe question in regard to direct sunlight entering\\nthe schoolroom has been a much debated one. In our", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0104.jp2"}, "105": {"fulltext": "VENTILATING, HEATING, AND LIGHTING 55\\nclimate there are many days in which clouds are rapidly\\npassing over the sun, giving quite rapid alternations of\\nlight and shadow. The eye cannot accommodate itself\\nto these rapid changes in the intensity of light without\\nundergoing considerable fatigue. Professor Forster, of\\nBreslau, says in regard to this matter Many of the\\nadvocates of the southern exposure of schoolrooms\\npass over this point lightly with the remark that pro-\\ntection from the direct rays of the sun may easily be\\nhad by the use of curtains. But this easily I must\\ndispute. The curtains are not yet invented that will\\nkeep back the direct rays of the sun and at the same\\ntime let the diffuse light of the clear sky pass through.\\nThe inventor of such a curtain would be regarded as\\na benefactor of the human race. As such a protection\\nsome have recommended thick, white linen. But this\\nis too dazzling. Then ground glass has been recom-\\nmended, but this is also too blinding in direct sun-\\nshine, and in cloudy days intercepts the light too much.\\nAgain, all green, gray, or blue curtains, if thick, absorb\\ntoo much light, and make the desks most distant from\\nthe window too dark. While, if thin, they let through\\ntoo many of the heat rays. Venetian and other blinds\\ndarken the room altogether too much. If the curtains\\nare brought across the upper part of the window, they\\nobscure just that part of the window opening that is\\nthe most valuable for lighting the schoolroom.\\nBut Dr. Cohn, also of Breslau, the great authority\\non the hygiene of the eyes of school children, says\\nthat there never can be too much light in the school-\\nroom. His idea is, not that too much light will not\\ninjure the eyes, but that it is an easy matter to shut", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0105.jp2"}, "106": {"fulltext": "56 SCHOOL SANITATION AND DECORATION\\nout the excess of light, while it is not easy to cut open-\\nings for windows after the window space has already\\nbeen made. That is, if the available light by the window\\nis insufficient, it is difficult to supply light in other ways.\\nNo definite statement can be made in regard to the\\nextent of window surface in proportion to floor space\\nthat will fit every room, because there are such vary-\\ning conditions, particularly in cities. The light of the\\nroom is affected, for example, by the height of the\\nhouses across the street, the width of the street, and\\nthe frontage of the windows. All tend to modify any\\ndefinite rule that may be laid down.\\nThe most radical authorities claim that one-fourth\\nshould be the proportion of window space to floor space,\\nand the authority on the other extreme claims one-tenth\\nas the proportion. This latter figure is out of the ques-\\ntion except in very rare cases. One-fifth and one-sixth\\nshould be the minimum figures for window space. Un-\\nder the ordinary conditions, many styles of curtains and\\nshades have been devised and tried, but very few have\\nseemed to answer the purpose satisfactorily. In re-\\ngard to the location of the windows, authorities gener-\\nally seem to agree that they should be on the left of the\\npupils as they sit in the room. It is not advisable under\\nany conditions to have cross lights lights that will\\nmake shadows on the books or papers that the pupils\\nmay be using. It is not impossible to arrange a room\\nwith the main lights coming from the back and left, if\\nthe light which comes from the rear is high enough to\\nprevent its making shadows. As a matter of fact, if a\\nrear light could be arranged, that is, a light coming from\\nthe back of the room and striking over the shoulders of", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0106.jp2"}, "107": {"fulltext": "VENTILATING, HEATING, AND LIGHTING 57\\nthe pupils, the results would really be better than the\\nlight coming simply from the left. For example, it is\\nnot uncommon to see in a schoolroom, in which the light\\ncomes from the left, that the children tend to twist\\nslightly, with their backs toward the windows, rather\\nthan to sit perfectly erect and receive only the side\\nlight on their pages. As has been said before, no light\\nmust be permitted which will create distinct shadows on\\nthe books. For writing purposes, undoubtedly the left-\\nhand light is the correct one, but reading and study-\\ning figures occupy a far larger portion of the time of\\nthe pupils during the school day, and we should perhaps\\nconsider this as much if not more than the time for\\nwriting. Under most conditions, however, if the win-\\ndows are large, high, and extend along the whole left\\nside of the room, the light that is supplied cannot be\\nfar from satisfactory. The space between the windows\\nin every case should be as narrow as will conform with\\ngood construction. In Holland, the minimum space\\nbetween windows is stated at one and one-half feet.\\nThe window panes should be large and the glass of\\ngood quality. The light from the upper part of the\\nwindow is the most valuable. All authorities agree\\nthat the tops of all school windows should be square,\\nnot rounding, thus permitting no waste of space which\\nwould permit the entrance of this high light.\\nIt is demanded, in some countries, that the windows\\nshould be so placed that from the last seat in the room\\nthe child can see some sky. It has been said that no\\ncross lights should be permitted. It is often advisable,\\nhowever, to have windows, particularly in small school-\\nhouses, on both sides of the room for the purposes of", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0107.jp2"}, "108": {"fulltext": "58 SCHOOL SANITATION AND DECORATION\\nventilation. If this is done, by far the greater amount\\nof light should come from the left side, enough to over-\\ncome any shadows that might be caused by the windows\\noa the right side. The latter should be high and small\\nand looked upon more as ventilators than as windows.\\nDuring the winter months it not infrequently happens\\nin some of the darker rooms that it becomes necessary\\nto use artificial light for a portion of the afternoon ses-\\nsion. As a practice this should be condemned, because\\neven if artificial light is used only for a short time, the\\neyes of many of the children are likely to be strained\\nfurthermore, under such conditions, the ventilation of\\nthe room is greatly impaired. On such days it would\\nbe preferable to dismiss school rather than to subject\\nchildren to such disadvantages. The effects of bad\\nlight and the care of the eye will be treated in another\\nchapter.\\nA few words as to the lighting requirements in for-\\neign countries. In London, it is required that the win-\\ndows should be so arranged that each part shall receive\\nabundant daylight, and that the interval between the\\nwindows shall be as small as possible. The total super-\\nficies of the windows must be at least from one-seventh\\nto one-sixth of that of the floor. They must be rec-\\ntangular or slightly curved the bottom must be four\\nfeet above the floor, and reach to six inches from the\\nceiling they must as a rule only be placed on one of\\nthe long sides of the room. The upper squares must\\nopen inwards. The ceiling must be even and white.\\nIn Germany, the regulations are as follows daylight\\nmay be admitted from the left or from behind, but not\\nfrom both sides. The windows must have a surface", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0108.jp2"}, "109": {"fulltext": "THE GOLDEN STAIR\\nFrom painting by Burne Jones. 1833\\nSuitable for grammar grades.\\nA fascinating composition end\\nlessly suggestive detail of great\\nbeauty.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0109.jp2"}, "110": {"fulltext": "i.mt\\nHIAT8 Vl3.aJ.OD 3HT\\n-\u00c2\u00a3\u00c2\u00a38i .8dno[ oniuS. yd ^nhnieq cnoi^\\n-bna noiiizoqraoD gnhtfifttpetf i\\n.ylUBsd", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0110.jp2"}, "111": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0111.jp2"}, "112": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0112.jp2"}, "113": {"fulltext": "VENTILATING, HEATING, AND LIGHTING 59\\nequal to one-fifth of that of the floor. In Vienna, it is\\nrequired that great care must be taken that the windows\\nare always quite clean. In Sweden, the surface of the\\nwindows must be equal to one-sixth of that of the floors.\\nWhile so much attention is being given to the school-\\nrooms themselves, the corridors and stairways must not\\nbe overlooked. It is important that these should be\\nlight and airy, and, if possible, should receive direct sun-\\nlight. It should never be necessary to have to light\\nthe corridors by artificial means.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0113.jp2"}, "114": {"fulltext": "CHAPTER IV\\nSANITARY PROBLEMS OF THE SCHOOLHOUSE\\nAlong with the consideration of the heating and\\nventilating of schools are other sanitary problems,\\namong the most important of which is that concerning\\nthe disposal of refuse. One of the first principles of\\nsanitary science requires the quick disappearance from\\nthe buildings of the materials with which we are done.\\nTo comply with this law is one of the most difficult and,\\nat the same time, one of the most necessary things to\\ndo. The more distant the building from the civilizing\\ninfluence of the city, the more serious and difficult be-\\ncomes the problem. Where it is possible, as it usually\\nis in the cities, to have sewer and water connections\\nwith the building, the problem is greatly simplified.\\nThe architect has no difficulty in specifying that some\\nform of water-closets must be used. It is imperative\\nthat these should be of the simplest kind, and that there\\nshould be no mechanical parts of the apparatus liable\\nto get out of order. They should work powerfully and\\nautomatically, and all of the plumbing should be of the\\nbest. This last is very important, because the building\\nand its occupants must be free from the dangers of\\nsewer gas. If there is no sewerage system, and the\\nquestion of a cesspool arises, it is well to know that the\\ncesspool is one of the greatest sanitary evils. It has\\n60", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0114.jp2"}, "115": {"fulltext": "SANITARY PROBLEMS OF THE SCHOOLHOUSE 6l\\nbeen styled the king of nuisances. No system of\\nclosets must be considered for a moment that cannot\\nbe connected with a city sewerage system. The cess-\\npool forms a manufactory for poisonous gases and is\\nmore dangerous in this respect than the badly con-\\nstructed sewer. The soil around the cesspool tends to\\nbecome saturated with filth, and the children using the\\nschool yard for a playground would be in constant dan-\\nger from the effluvia arising from it.\\nIf the school is located where there is no sewerage\\nsystem, the problem is by no means so easily settled.\\nIn the rural section it is utterly impossible to utilize\\nthe water system, and therefore the country school has\\nto be given one of the so-called less civilized systems\\nof sewerage disposal. It cannot have the water-closet\\nwithout the cesspool, thus it is obliged to resort to some\\nof the usual methods employed in rural dwellings, or\\nelse to use what is called the dry closet system, which is\\nthe most sanitary, although the more expensive way of\\ngetting rid of the wastes.\\nThis dry closet method is so important, from the\\nstandpoint of sanitation, that it is well worth while to\\ndescribe it fully. In the first place, it requires abso-\\nlutely fire proof material therefore the vault, floor, and\\nseats are constructed of brick and iron. Everything\\nmust first fall upon a grating which extends the entire\\nlength of the vault. Beneath the grating is a series of\\ncorrugated spreading plates. Thus the whole mass is\\nthoroughly exposed to the action of the heated air. By\\nthis evaporation and drying, the solid matter is re-\\nduced fully three-fourths, and when this has accumu-\\nlated sufficiently, it may be entirely destroyed by", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0115.jp2"}, "116": {"fulltext": "62 SCHOOL SANITATION AND DECORATION\\nburning. One end of the vault is connected with the\\nventilating shaft which extends far above the highest\\npart of the roof. Through this all fumes and odors are\\ncarried out into the open air. This shaft must be high\\nenough to create a very strong draught. The solid ma-\\nterials that are left in the vault are perfectly dry and\\nrendered inoffensive. At the other end of the vault is\\nthe furnace whose function it is to heat the air to a\\nhigh temperature, thus increasing its capacity for tak-\\ning up moisture. Such a system should never be con-\\nnected, even very remotely, with the regular heating and\\nventilating system of the building.\\nThere are some objections to this system aside from\\nexpense. For instance, it requires a competent man on\\nhand all the time, which is impossible in many small\\nschools where the teacher usually has to do the janitor\\nwork. Another objection arises from the burning of\\nthe accumulated dried matter, which must be done from\\ntime to time. This is apt to cause complaints in the\\nneighborhood, as would a garbage crematory. In many\\ninstances such complaints arise from prejudice against\\nthe system yet sometimes, though not often, there is\\nreally cause for complaint. Burning organic matter\\ndoes cause a disagreeable odor, but as a rule it is not\\nsufficiently offensive to become unhealthful.\\nIf for any reason this dry closet system cannot be\\nadopted, the country school is left almost nothing to\\nchoose from. The only outbuildings to be considered\\n(these must be outbuildings in every sense of the word,\\nthat is, must not be a part of the school building itself)\\nare the so-called earth closets. These will not work\\nwith sanitary satisfaction unless watched very closely.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0116.jp2"}, "117": {"fulltext": "SANITARY PROBLEMS OF THE SCHOOLHOUSE 63\\nMoule, the originator of the system, well says that\\nearth closets will no more work without dry earth\\nthan water-closets without water. Sawdust answers\\nvery well in the place of dry earth, but pure sand and\\ngravel, or chalk, are nearly useless.\\nWhile earth closets may be utilized in the case of a\\ndwelling-house with safety, there are so many factors\\nabout the school which tend to make them imprac-\\nticable that it is very doubtful if they can be recom-\\nmended for schools.\\nWhere it is necessary to devise some means that can\\nbe regarded as perfectly safe by sanitary authorities, it\\nmay be possible to adopt an arrangement such as has\\nbeen successfully tried abroad. The plan is to have\\nlarge wagons backed in under the outhouses, these to\\nreceive the wastes, and at night horses can be attached\\nand the material carted away and disposed of.\\nTo return to a further consideration of city schools\\nafter having determined that the water-closet is for\\nthem the system to adopt, the problem arises as to how\\nmany closets must be provided for a school of a given\\nnumber.\\nNewsholme states that there should be one closet for\\nevery fifteen girls, and one for every twenty-five boys.\\nIn schools of higher grade, in which the pupils have\\nrecitation periods, these being never longer than fifty-\\nfive minutes, this number might not be far out of the\\nway; but in schools of lower grades, where large num-\\nbers are dismissed at once, a much greater number will\\nbe found advisable and necessary. The same problem\\narises as to the number of urinals for the boys. News-\\nholme gives five for every hundred, but here again this", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0117.jp2"}, "118": {"fulltext": "64 SCHOOL SANITATION AND DECORATION\\nnumber is far too small for the lower grades. The\\nlarger boys are apt to take advantage of their size and\\nmake it very uncomfortable for the smaller ones.\\nAnother serious question arises in this connection\\nIs it advisable to have each closet provided with a sepa-\\nrate door, so that the pupil can shut himself in com-\\npletely or is it better to have a large screen in front\\nof and protecting all the closets, thus permitting the\\nteacher to keep an oversight over the boys. In the\\nlatter case, while the teacher could not actually be able\\nto see the boys, it would give the youngsters a certain\\nfeeling of insecurity which would keep them from doing\\nmischief that they might find an opportunity to do if\\nthey could lock themselves up. This screen method of\\nconcealment is not looked upon by some as quite modest\\nenough for the best refinement, and yet when we con-\\nsider the harm that boys can do to school property and\\nto themselves, it must be regarded as an excellent safe-\\nguard. The good that might come from such an arrange-\\nment must be far in excess of any harm from the possible\\nunrefining influence.\\nTHE CARE OF THE SCHOOL BUILDING\\nThe care of a public school building must be of the\\nvery best in order to keep it in a healthful condition.\\nOne of the greatest evils in connection with the care of\\nschools is the lack of cleanliness this is perhaps more\\nprevalent in old school buildings than in new ones, be-\\ncause in the new buildings there is usually more or less\\npride on the part of the janitor in keeping the halls and\\nrooms free from dirt, and on the part of the teacher in\\nkeeping her room tidy and neat. But, on the other", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0118.jp2"}, "119": {"fulltext": "SANITARY PROBLEMS OF THE SCHOOLHOUSE 65\\nhand, it is the old school, with its old roof and floors, its\\ndingy and rattly windows, its scarred desk and wood-\\nwork, that really needs the most care. In the country\\nschools, also, where the teacher himself usually acts as\\njanitor, it cannot be expected that the school and its\\nsurroundings can be kept in a very sanitary condition.\\nIt is an astounding fact to learn how many school build-\\nings never get thoroughly cleaned. For example, dur-\\ning a careful study of the sanitary condition of the\\nschools in the city of Boston a few years ago, it was\\nfound that the floors of seventy-seven of the buildings,\\nor 41 per cent of the whole number of schools, had\\nnever been washed since laid. It is true that in an old\\ncity like Boston there are many old-fashioned and some\\ndilapidated schools, but that is no reason why an attempt\\nshould not be made to give them at least an annual dose\\nof soap and water. We excuse a man who has a ragged\\ncoat if he keeps himself and his coat clean. A rickety\\nor dilapidated schoolhouse is permissible in so far as it\\ndoes not endanger the safety of the pupils. But in\\norder to be permissible it must be kept strictly clean.\\nEvery school building should undergo a thorough clean-\\ning from top to bottom every year, preferably in the\\nfall, a few days before the opening of the school. This\\ncleaning should not take place on the day before the\\nschool opens, because, if done then, the floors and walls\\nwould hardly be dry, and there would be a damp atmos-\\nphere about the whole building, which would be disa-\\ngreeable if not unhealthful. The floors should all be\\nthoroughly scrubbed, the woodwork washed and wiped,\\nand every trace of the dust of the long summer vacation\\nremoved.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0119.jp2"}, "120": {"fulltext": "66 SCHOOL SANITATION AND DECORATION\\nIt is a well-known fact that immediately after the\\nopening of the public schools in the fall there is a\\nmarked increase in the diseases of children. It is not\\na very difficult matter to explain this. In the first place,\\nthe children are placed in rooms which are not always\\nclean and perhaps not well ventilated. This change in\\nitself, from the outdoor vacation life which they have\\nbeen leading during the summer, would explain in part\\nthe increase in disease. Then again, in the country\\nschools, particularly where the water is supplied from\\nwells, and the school pump has been idle all summer,\\nthe water has become stale and stagnant, and the chil-\\ndren are obliged to drink it. The fall term usually\\ncomes in warm weather the children crave large quan-\\ntities of water at such a time, and if obliged to take this\\nfoul, stagnant water, it is not strange that some of them\\nare made sick. These two factors at the opening of the\\nschool year, namely, the unhealthful school building and\\nthe bad water, account in part for the production of dis-\\nease. This being the case, it is not difficult to see that\\nif the buildings are placed in a sanitary condition before\\nthe opening of the school by being thoroughly aired and\\ncleaned, one of these factors in the production of disease\\nwill be removed.\\nA few words about the dust and the dirt in the school-\\nroom are of interest here. Of what does this schoolroom\\ndust consist Much of it is brought in upon the clothes\\nand shoes of the pupils, and much is blown in as dust\\nfrom the street. There are also small organic particles\\nthat are given off by the bodies of the children. Dust is\\nknown to be the carrier of disease germs. Consumption\\nand many other infectious diseases are spread through", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0120.jp2"}, "121": {"fulltext": "SANITARY PROBLEMS OF THE SCHOOLHOUSE 67\\nits agency. Then again dust in itself is an irritant to the\\neyes and the air passages. It is, therefore, important\\nthat all possible means should be taken to keep the\\namount of dust in the schoolroom down to a minimum.\\nIt is the common practice in public buildings to sweep\\nand dust an hour or so before the people are gathered\\ntogether. This is the practice not only in theatres and\\nchurches, but also in many school buildings. If sweep-\\ning and dusting is done at such a time, the dust simply\\ncirculates about in the air, so that when adults or chil-\\ndren come together, it is in the best possible position to\\ncause them trouble. They cannot avoid breathing it.\\nAll cleaning of the school floors and furniture should\\nbe done daily at the close of the afternoon session, after\\nall the pupils have left the buildings. The windows\\nshould be wide open during the process, and all dust\\nthat settles on the desks and furniture should be care-\\nfully removed with a damp cloth. In order to prevent\\nso much dust from flying about in the air during the\\nprocess of sweeping, it is advisable to throw damp saw-\\ndust over the floor. If the school has hard wood floors\\nproperly laid and oiled, they may be kept clean by wip-\\ning with a damp cloth. All the floors and the walls\\nshould be washed carefully at much more frequent in-\\ntervals than is usual, if any regard is to be shown for\\ncleanliness. The moral effect of a clean school building\\nmust be recognized.\\nConsider the unclean and untidy condition of the\\nhomes of many children, and the effect upon them of\\nentering and becoming a part of such schools. A well-\\nkept school cannot but have its good influence, if the\\nchild is made to feel that the school building and one of", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0121.jp2"}, "122": {"fulltext": "68 SCHOOL SANITATION AND DECORATION\\nthe rooms and one of the desks belong to him for the\\ntime being and if everything around the building, the\\nroom, and the desk is clean and neat, the tendency will\\nbe for him to keep the desk and himself in the same\\ncondition. On the other hand, we can readily imagine\\nthe results if the school building and its various parts\\nare uncleanly.\\nOne of the most important duties of the school\\njanitor is the care of the sanitaries. The perfection\\nand care of the sanitary arrangements of a school build-\\ning, or of any building, are the measure of the civili-\\nzation of the community in which the building exists.\\nThe more perfect the arrangement and care, the higher\\nthe civilization. There are around the toilet rooms so\\nmany chances for the boys to do all kinds of mischief,\\nthat it undoubtedly takes a good-natured and hard-\\nworking janitor to keep things as they should be. Nev-\\nertheless every effort should be made on the part of\\nthe school management to have this properly done.\\nIn the care of the sanitaries it has been thought ad-\\nvisable sometimes to use some form of disinfectant or\\ndeodorant. In many cases where this has been clone,\\nthe supposed remedy has been worse than the evil it-\\nself. That is, many so-called deodorants simply remove\\nthe foul odor of the sanitaries by giving forth a much\\nstronger one themselves. It often happens that the\\nodor of the disinfectant can be detected throughout the\\nhallways of the schoolhouse, and sometimes even in\\nthe schoolrooms themselves. This is an exceedingly\\nunpleasant feature, because it is constantly reminding\\none of the presence of the sanitaries in the building.\\nAbsolute cleanliness, brought about by the plentiful use", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0122.jp2"}, "123": {"fulltext": "SANITARY PROBLEMS OF THE SCHOOLHOUSE 69\\nof water, is far preferable to the use of chemicals. This\\ncleanliness, combined with good ventilation, will prove\\nthe best remedy for bad odors.\\nAnother matter that deserves attention is the water\\nsupply. In many large cities the public supply is pol-\\nluted and dangerous to drink without being treated in\\nsome way. It is perhaps necessary to introduce some\\nform of filter which will insure a safe drinking: water.\\nThe ordinary water tap filters do not do very much\\ngood, and it is advisable to use some such form of fil-\\nter as that devised by Pasteur, or some sort of scien-\\ntific mechanical filtration.\\nThe distribution of pencils has in late years been a\\nsubject of considerable discussion, because of the dan-\\nger of infection. We know that the children suck the\\npencils more or less, and scratch their heads with them,\\nand so on, and that many contagious diseases are spread\\nin this way this is really a very serious matter. It\\nseems advisable, therefore, that except in the lowest\\ngrades, children should have their own pencils and pens,\\nand either keep them in their own desks, where they\\nwill always be sure to use the same ones, or else to have\\nthem collected in regular cases with numbers, so that\\nthey can be distributed again to the same children. As\\nto the disinfection of the pencils and pens, it does not\\nseem necessary, except in the time of serious epidemics\\nwhen contagious disease is known to have been in the\\nschool. In the same way the bo oks that are furnished\\nto the children by the public authorities should be\\ncarefully distributed to the same pupils each time, and\\nin case any pupil is out on account of sickness, it is ad-\\nvisable not to permit that pupil s book to be used by", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0123.jp2"}, "124": {"fulltext": "jo SCHOOL SANITATION AND DECORATION\\nany other child. If the sickness proves to be a conta-\\ngious disease, the bonk should be burned.\\nAnother subject that has received considerable atten-\\ntion is the matter of oiling the floors with some form of\\npatent germicidal or dustless oil. To this objec-\\ntion has been made by the teachers and the girls, on\\naccount of the tendency to soil the dress. If the oil is\\nput down in the proper way, so that there is not a suffi-\\ncient amount to become gummy on the surface, the ten-\\ndency to give off dirt is slight. The principal trouble\\nwith such floors is that the janitor does not take the\\npains to clean them as carefully or as often as he does\\nthe ordinary dusty floors. Consequently, the oily or\\ngummy surface becomes laden with dust, and when\\nswept by the girls and teachers dresses naturally gives\\nup some of the dirt. If these floors are very gummy, it\\nshows that they have not been properly oiled, and it is\\nnecessary to give them a scrubbing with gasolene in\\norder to remove the gummy surface. From the sani-\\ntary standpoint, too much cannot be said in favor of\\nfloors treated with some such oil. In many examina-\\ntions of the bacteriological contents of the air of rooms\\nthat have these oiled floors, the results invariably show\\na smaller number of bacteria than do similar examina-\\ntions made in rooms whose floors have not been so\\ntreated. The ease with which they are swept, and the\\nabsence of flying dust during the process of sweeping,\\nare also important factors in their favor.\\nThese points concerning the care of a school building\\nshow very clearly the need of some systematic sanitary\\ninspection. In thus speaking of sanitary inspection,\\nit is not intended to include in the term any portion of", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0124.jp2"}, "125": {"fulltext": "SANITARY PROBLEMS OF THE SCHOOLHOUSE 71\\nwhat is usually called medical inspection of schools.\\nThat will be treated in another chapter. Sanitary in-\\nspection, as the term is used here, applies simply to\\nthe building. Every town and city should have at\\nleast one sanitary inspector of schools, who should visit\\nevery school before the fall opening, and see that it is\\nput in the proper condition for the assemblage of the\\npupils. If it is not in what he considers a proper con-\\ndition at the appointed day, school should be dismissed\\nuntil such time as he pronounces the school building fit\\nfor use. In many states there is a more or less syste-\\nmatic inspection of this kind, but usually the inspection\\nof any school does not take place until it is rumored\\nabroad that the school in question is in an unsanitary\\ncondition, and usually this rumor does not start until\\nthe unsanitary conditions are extreme. But a regular\\nsanitary inspection of all schools should take place at\\nstated intervals, not less frequently than once a month,\\nand the sanitary inspector should either have the power\\nhimself to close the building, if he considers it unsani-\\ntary, or he should be responsible to some higher author-\\nity, such as the State Board of Health. His inspection\\nshould include the general cleanliness of the building\\nand the school yard, the care of the basement and sani-\\ntaries, the operation of the heating and ventilating sys-\\ntem, and he should watch very closely to see whether\\nthe janitor attends to all his duties. His visits to the\\nschool should not be made on an y regular day or at any\\nregular time. In this way he would see things as they\\nactually exist, and not expressly polished in anticipation\\nof his visit.\\nIn view of the unsanitary condition of many of our", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0125.jp2"}, "126": {"fulltext": "72 SCHOOL SANITATION AND DECORATION\\nschools, particularly of the older ones, such a system of\\nsanitary inspection cannot be too strongly urged. In\\nmany cities there have been introduced systems of dairy\\ninspection by which the cow barns and the cows them-\\nselves are carefully examined and strictly watched. Is\\nit not peculiar that dairy barns and cows are of more\\nsanitary importance to the public than our public schools\\nand the pupils\\nIt is true that food comes from these dairies. But,\\non the other hand, we are sending our own children to\\nbe housed in buildings that often need inspection far\\nmore than many of these dairy barns.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0126.jp2"}, "127": {"fulltext": "CHAPTER V\\nSCHOOL FURNITURE\\nDesks and seats are the most important articles of\\nschool furniture, and it is unfortunate that authorities\\non this subject are not agreed as to their best form.\\nIt is well to remember at the outset that no form\\nof desk or seat will obviate the evils of long continu-\\nance in any one position. This leads to imperfect\\nexpansion of the lungs, relaxation of muscles, and a\\ntendency to drooping shoulders, if not actually to a\\ntwist in the spinal column.\\nThere are various bad forms of desks. The desk\\nmay be too high, in which case, during writing, one\\nshoulder is unduly raised in order to rest the arm on\\nthe desk, and a lateral twist of the spine results, which\\nin time tends to become persistent. If the desk is\\ntoo low, the scholar has to bend too far over his work.\\nA forward stoop and round shoulders are produced,\\nthe head becomes congested from being held so low,\\nand there is a strong tendency toward the development\\nof near-sightedness.\\nA flat desk is particularly bad, necessitating a cramped\\nposition and interference with free respiration. If the\\ndesk is too far from the seat, a forward stoop, with\\nround shoulders, flat chest, and injury to the eyes are\\nproduced.\\n73", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0127.jp2"}, "128": {"fulltext": "74 SCHOOL SANITATION AND DECORATION\\nSeats, again, may be badly placed. If the seat is too\\nhigh, the feet swing, the blood vessels and nerves at\\nthe back of the legs are compressed, and the sensation\\nof pins and needles is produced. This is also apt\\nto occur if, as is commonly the case, the seat is too\\nnarrow to support the whole length of the thigh. If\\ntoo low, the thighs are bent up toward the body, and\\na cramped position is produced. If without a back-\\nrest, or with an improperly adapted back-rest, the pupil\\ntends to lean forward on the desk and thus to prevent\\nfree expansion of the lungs.\\nAccording to Eulenberg, a distinguished German\\northopaedic surgeon, 90 per cent of curvatures of spine\\nnot caused by actual bone disease are developed during\\nschool life. Bad postures during school work, and es-\\npecially the twisted position, with the left arm resting\\non the desk during writing lessons, contribute consid-\\nerably to the production of such curvatures. The\\neffects are much more likely to be produced if the\\ndesk and seat are not properly adapted to each other\\nand to the size of the pupil. An upright position in\\nwriting is indispensable, and the left elbow should not\\nbe allowed to rest high up on the desk. Writing should\\nbe continued for only a few minutes in primary and in-\\ntermediate classes, and in higher classes not longer than\\nhalf an hour without intermission.\\nThe cramped positions induced by defective desks\\nand seats not only favor the production of a twisted\\nspine, but also round shoulders and flat chest, thus\\nimpeding the functions of heart and lungs. The habit\\nof leaning forward, close over the copy-book, may pro-\\nduce shortsightedness and this in its turn increases", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0128.jp2"}, "129": {"fulltext": "ESCAPED\\nFrom painting by Dupre\\nSuitable for a poorly lighted space\\nin a lower grade room. The con-\\ntrasts are strong, but the picture as\\na whole is full of light. Subject of\\ninterest to children.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0129.jp2"}, "130": {"fulltext": "5 com]\\nwhole if the r\\ne bent )ody, and\\nproduced. at a back-\\nrest, or with an improperly ada ;pil\\ni or ward on the d\\ninguishe\\ns of sp\\nuring\\nWQO Q-aSliAOaaarm resting\\nntribute consid-\\nsiqud yd wiiwsq mml. T he\\nthe\\nbe c only a few mini\\nThe ci\\nand\\nsoBqg boittgil yhppq idt MsiluS\\n-noo adT .moot sbr i% iswol nl\\n2\u00c2\u00a3 siulDiq sril 1ud ,gnorta gm 2 j^q\\nto J39[du2 .JrigH lo flui zi albrfw\\n.nsiblifb oi iaaiaJni", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0130.jp2"}, "131": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0131.jp2"}, "132": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0132.jp2"}, "133": {"fulltext": "SCHOOL FURNITURE 75\\nthe necessity for the improper postures. Thus a vi-\\ncious circle is entered, each evil mutually intensifying\\nthe other.\\nProper desks and seats should be accurately adapted\\nto each other. The most important points to ascertain\\nare: (i)the distance, i.e., the distance between the\\nedge of the seat and a perpendicular line dropped from\\nthe edge of the desk (2) the difference, i.e., the dif-\\nference between the height of the seat and desk and (3)\\nthe slope of the desk.\\nThe distance should, for writing purposes, equal zero,\\nthe plumb line from the desk grazing the edge of the\\nseat, or it should be a negative quantity. For other\\npurposes the distance should equal zero or a small posi-\\ntive quantity. This involves having a movable seat,\\nunless chairs are used, which is inadvisable in boys\\nschools. Or, the same end may be attained by using a\\ndesk so constructed that it can be drawn horizontally\\nbackward, so as to enable the scholar to write while sit-\\nting erect, or resting his back against the back of the\\nseat. When the scholar is too far away from the desk,\\nhe either bends forward into an unnatural position, or\\nglides too far forward on his seat, and occupies an un-\\nsteady position.\\nThe difference between height of seat and desk should\\nnot be such that the shoulders are painfully screwed up\\nin writing, nor, on the other hand, should the pupil be\\nobliged to lean forward in order to write or read. It\\nis recommended that it should equal the length of the\\nforearm, or about one-sixth the height of the scholar\\n(Robson).\\nThe slope of the desk should be capable of change,", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0133.jp2"}, "134": {"fulltext": ";6 SCHOOL SANITATION AND DECORATION\\nthe proper angle being about 30 for writing and 40 to\\n45 for reading.\\nThe height of the seat should correspond to the length\\nof the scholar s leg from the sole of the foot to the knee,\\nin order that there may be no stretching of muscles.\\nIts width should not be less than eight inches.\\nThere should be a back to the seat, which need not be\\nmore than a piece of wood three inches broad, slightly\\ntilted back, and so placed as to support the back just be-\\nlow the shoulder blades. In this way the movements\\nare not interfered with, while the spine receives steady\\nsupport. Liebreich gives the rule that the top of the\\nseat should be an inch lower than the edge of the desk\\nfor boys, and an inch higher than the same point for\\ngirls. Long desks are, as a rule, objectionable children\\ntend to sit with the left arm high up on the desk, in\\norder to prevent copying by their neighbors, and thus\\nproduce twisting of the spine. The same objection\\nholds to a less extent against dual desks, but they pos-\\nsess the advantage of not spreading out the children so\\nmuch as single desks, and thus economize the teacher s\\nvoice. They also suffice for three, when listening to a\\nlesson.\\nIt is a common fault to furnish a room with desks of\\nonly one size. There should be three sizes of desks\\nin each large classroom, as there may be great diver-\\nsity of height among children differing only two or\\nthree years in age. A foot-rest should always be pro-\\nvided for children varying considerably from the usual\\nstature.\\nAdjustable desks are among the important improve-\\nments of school furniture. There are several-forms on", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0134.jp2"}, "135": {"fulltext": "SCHOOL FURNITURE\\n77\\nthe market, and the main objection to all of them is the\\nprice, making it almost an impossibility to supply whole\\nschoolrooms with them. From the hygienic standpoint,\\neach child should have his desk adjusted to himself;\\nbut where this is impossible, it has been found of ad-\\nvantage to have two rows of desks and seats, usually\\nthe outer ones, adjustable. Extreme cases can thus\\nbe accommodated.\\nFig. ii. Adjustable Desk.\\nSeveral different forms of adjustable desks are made.\\nThe best form provides not only for an adjustment of\\nthe height of seat and desk, but also for a change in the\\nslope of the top of desk, to adapt to the different posi-\\ntions required in reading, in writing, and in the new sys-\\ntem of vertical writing (Fig. u). The sitting position\\nin this last seems to have much to recommend it from\\nthe standpoint of hygiene, and if the good reports con-", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0135.jp2"}, "136": {"fulltext": "y8 SCHOOL SANITATION AND DECORATION\\ntinue in regard to the results obtained from it, the favor\\nof medical men and sanitarians is assured.\\nThe blackboard should be large. It should be so\\nplaced as to receive a good light, and its surface should\\nbe dull. The windows of the schoolroom should not be\\non the same wall as the blackboard, for in that case\\nthe children s eyes are dazzled in looking at the board.\\nNatural slate is acknowledged to be the best material\\nfor school blackboards next in desirability are some\\nof the artificial slatings or liquid blackboard prepara-\\ntions. A serious fault with some of these preparations\\nis that they are injured by the application of wet\\nerasers.\\nThe school floor, while it may not be usually classed\\nas a part of the school furniture, is of importance with\\nreference to the healthfulness of the room. Floors that\\nare full of cracks and otherwise rough are hard to keep\\nclean. Rooms with such floors cannot be kept free\\nfrom dust. These cracks, moreover, may become the\\nbreeding places of bacteria and disease germs, should\\nthe floors ever become damp.\\nCheaply constructed school floors are cold and cause\\nthe children much suffering during the winter months.\\nCatarrhal troubles and other affections are among the\\nresults of permitting children to sit with cold feet.\\nWood floors at best tend to be noisy, and in several\\nforeign countries methods have been devised to prevent\\nthis. The best floors for this purpose are those used in\\nLondon, consisting of blocks of wood, with asphalted\\njoints, placed on a bed of cement. In France and\\nGermany a similar method is used, parquet sections or\\nnarrow boards of some hard wood are imbedded in a", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0136.jp2"}, "137": {"fulltext": "SCHOOL FURNITURE 79\\nlayer of asphalt. Such floors remain firm and free from\\ncracks, are warm, and easily kept clean. They are also\\ncomparatively noiseless. It is claimed that they are\\nnot expensive, when the life of the floor is taken into\\naccount.\\nIn schools of considerable size, there should always\\nbe a hospital room, a place where sick pupils and\\nteachers can find seclusion and some of the necessary\\ncomforts. This is best situated directly adjoining the\\nprincipal s office. It should be provided with lounge\\nor cot, lavatories and water-closet, a few common medi-\\ncines necessary for emergencies, in fact, a regular emer-\\ngency kit with absorbent cotton, bandages, lint, salves,\\nand dressings, hamamelis, and anything that might\\ncome in use in case of accident or sudden sickness.\\nThis convenience is too often lacking in our large\\nschools, and provision should be made by the architect\\nfor such a room. It might not be used often, but when\\nthe need comes, it is imperative to have something of\\nthis sort.\\nThe provision of baths in the public schools is a\\nmatter of great importance, not only in the city schools,\\nbut in the country schools as well. In the large cities\\nmany are the children that come to school in a con-\\ndition unfit to associate with the other pupils and in\\nthe majority of such cases there is no opportunity in\\ntheir homes for taking a good bath. Therefore there\\nwould be little good accomplished by sending these\\nchildren home and not allowing them to return until\\nthey were in a fit condition. They should be provided\\nwith the opportunity to have baths, and, if necessary,\\nat certain times there should be attendants to look", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0137.jp2"}, "138": {"fulltext": "80 SCHOOL SANITATION AND DECORATION\\nafter children that need the baths, particularly for the\\nyounger ones. The importance of a clean skin should\\nbe always emphasized before school children, and there\\nis no better way to do this than to give them the best\\nfacilities to practice what is preached.\\nSome parents are apt to look upon this innovation\\nas to some extent interfering with their business, but\\nin such instances the objection is usually due to igno-\\nrance, and a little firmness and tact will overcome it.\\nThere are questions that arise as to the best outfit to\\nprovide for this purpose, whether the shower bath, the\\nbath-tub, or the swimming tank. Probably the latter\\nwould receive the most commendation from the boys.\\nIt would be more expensive, however, than either of\\nthe others, and for the average school the shower bath\\nwith the bath-tub, or even the shower bath by itself,\\nwould answer most purposes. Schools should always\\nbe provided with places where the children can wash\\ntheir hands after visiting the sanitaries. Such an\\nopportunity should not be simply provided, but rather\\nforced upon the pupils. It should not be necessary for\\nthe pupil to run out to the school pump or up a flight\\nof stairs in order to do this. So that wash-stands and\\ntowels in the neighborhood of the sanitaries should be\\namong the essential furnishings of the school.\\nIt is often the custom in school to supply the drink-\\ning water to the children in buckets. A bucket of\\nwater is placed in each room or hallway, and each\\nbucket is provided with one or two drinking cups.\\nSuch a system is deplorable, and is undoubtedly the\\ncause of spreading much disease. Any system that\\ncompels the pupil to dip the common cup or his indi-", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0138.jp2"}, "139": {"fulltext": "SCHOOL FURNITURE\\n8l\\nvidual cup into a bucket containing a general supply\\nshould never be permitted. A reservoir or tank with a\\nfaucet should be supplied wherever it is impossible to\\nhave running water, and in any case each child should\\nhave his individual cup. The expense of this reservoir\\nshould not be considered. Where there is no public\\nwater supply such a tank is the only method of dis-\\nFig. 12. Sanitary Drinking Fountain.\\ntributing the drinking water throughout the school\\nbuildinsc that has the sanction of sanitarians.\\nEven where running water is provided, individual\\ndrinking cups must be supplied, if not by the school\\nauthorities by the children themselves. If for any rea-\\nson the individual cup system is not feasible, the cups\\nthat are provided must stand under running water,\\nthat is, they must receive a continuous washing. The\\nfaucet should be open and running all the time during\\nschool hours.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0139.jp2"}, "140": {"fulltext": "82 SCHOOL SANITATION AND DECORATION\\nThe best improvement that has developed along this\\nline is the so-called Sanitary Drinking Fountain, and\\nby this arrangement all danger of spreading disease\\nby the cup is removed. Such a fountain is shown in\\nFig. 12. As can be seen, there is a continuous stream\\nor jet of water rising three or four inches, and the child\\nsimply stoops over and allows this jet to enter the\\nmouth, as shown in the illustration. With this arrange-\\nment there is no chance for the water to be used over\\nagain, and thus no opportunity is afforded for the spread\\nof contagious diseases. These fountains are in use in\\nseveral schools and public places, and receive almost\\nuniversal approval.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0140.jp2"}, "141": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0141.jp2"}, "142": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0142.jp2"}, "143": {"fulltext": "z\\no\\nQ\\nu o\\no\\nu u\\na\\nx.\\nO\\n[3\\no\\nu\\nrt\\nV\\n*T\\\\\\nu\\nO\\nr.\\nu\\n,hjl\\no\\ni\\n1\\np^\\nu\\nX\\nO", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0143.jp2"}, "144": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0144.jp2"}, "145": {"fulltext": "CHAPTER VI\\nTHE SCHOOLROOM\\nITS CHARACTER\\nThe modern schoolroom is a workshop, consequently\\nits appointment should be convenient. It is a study,\\nhence it should be pleasant and stocked with reference\\nmaterial. But it is also a living room for children ex-\\ntremely sensitive to impression, therefore it should be\\nas beautiful as a favored home. Of course a Wilton\\nvelvet carpet would be out of place beneath the restless\\nfeet of sixty children upholstered furniture would be\\nabsurd in a room hourly powdered with chalk-dust and\\nlace curtains would be ridiculous with window gardens\\nand a man janitor! But beauty is not dependent upon\\nthese things, it depends solely upon harmonious rela-\\ntions of parts to each other and to the whole, and of the\\nwhole to its conditions and functions. Floors made of\\nhard wood, that they may be cleanly and durable finish\\nhonest and substantial, to withstand the wear and tear\\nof daily use furnishings simple and appropriate these\\nmay be combined to produce a whole which looks invit-\\ning, neat and businesslike, yet refined and rich, a place\\nof stimulating ideals.\\nSuch schoolrooms do not come by accident they\\nare carefully planned, and every effect is calculated.\\nThe work of the decorator begins as soon as the walls\\n83", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0145.jp2"}, "146": {"fulltext": "84 SCHOOL SANITATION AND DECORATION\\nare rough plastered. He must consider the wood suita-\\nble for finishing, the tints for walls and ceiling, the fur-\\nniture, curtains, and all other accessories. Such matters\\nshould be intrusted to an architect, decorator, or other\\ncompetent person seldom a member of the school\\ncommittee or of the building committee.\\nFINISH\\nUndoubtedly the best wood to be used for finish is\\nquartered oak. It is durable, tough, and compact in\\ntexture, with a surface broken by the grain into pleasing\\nvarieties of color, yet of sufficient uniformity in hue to\\ngive a warm and rich general tone to the finish as a\\nwhole. Moreover, its color becomes deeper and more\\nmellow with age.\\nAsh is less expensive and almost as durable. The\\ngrain of the wood is coarser and its color contrasts are\\nmore marked, but the color is on the whole somewhat\\nlighter than that of oak. On this account ash is a de-\\nsirable wood for rooms where the illumination is not so\\nstrong as it should be, and for hallways, stair-cases, and\\ncoat rooms.\\nNorth Carolina pine is perhaps the most satisfactory\\namong the cheaper woods. When well seasoned the\\nsurface becomes extremely hard. Its color is especially\\ncheerful and interesting. For portions of the building\\ninadequately lighted this wood is even better than ash,\\nbut the grain is so prominent, with its erratic lines and\\nstrong contrasts of color, that it is likely to be obtrusive\\nin a well-lighted room, unless the other furnishings are\\nkeyed up to the same pitch of brilliancy.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0146.jp2"}, "147": {"fulltext": "THE SCHOOLROOM 85\\nWhite wood varies so much in color, and changes so\\ndiversely when exposed to light, that were its texture\\nsufficiently close and hard to withstand the exigencies\\nof daily use, it would be a difficult wood to manage in\\nany decorative scheme. When fresh the wood has a\\nwarm creamy tone, often tinged with green under\\nstrong light it may become in the course of a year or\\ntwo almost as dark as antique oak or black walnut, with\\nhere and there a streak practically unchanged. It is\\nevident that such changes in the wood might demand\\nchanges in the color of walls and furnishings, if close\\nharmony is to be maintained. It is possible, of course,\\nby carefully selecting the stock, to avoid sappy wood\\nand thus reduce the developing of color contrasts to the\\nminimum and if this is done, the ripened hues of\\ncurly whitewood finish rival those of quartered oak.\\nWhitewood has been much used because of its readiness\\nto absorb and hold various kinds of prepared stains,\\nwhich give pleasing effects of color without obliterating\\nthe varieties of the grain of the wood, but for school-\\nrooms the natural wood colors are usually preferable.\\nWhatever the wood selected, the finish must be sim-\\nple. Deep channels in the moldings, or members in\\nhigh relief, are to be avoided. The simpler and more\\nrefined the form, the better. The surface may be\\ntreated with a preparation of wax, or any other good\\nfilling, and shellacked, varnished, or oiled, according to\\ncircumstances but whatever the process, the result\\nshould be a smooth, hard, dead finish, as the painters\\nsay, not a highly polished surface, reflecting the light\\nlike a glass bottle, but a surface rubbed down to a soft\\nluster.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0147.jp2"}, "148": {"fulltext": "86 SCHOOL SANITATION AND DECORATION\\nPainted finish is to be recommended chiefly in the\\nrestoration of old schoolrooms. Paint will cover a mul-\\ntitude of scars. Moreover, it may be of any color, and\\non that account is more tractable than natural wood. A\\npainted surface should have the dead finish already men-\\ntioned, obtainable by the use of certain mediums well\\nknown to house painters, and should be free from brush\\nmarks or roughnesses of any sort. The best ground for\\na painted surface is undoubtedly extra quality soft pine,\\nthe cost of which plus the cost of painting is about equal\\nto the cost of hard wood finish. Owing to the softness\\nof pine, and the readiness of paint to show dents or\\nscratches, the hard wood finish is preferable.\\nWALLS AND CEILING\\nThe mason should leave a hard, smooth-finished sur-\\nface for the decorator to enrich. Rough plaster is not\\nbest in a room so often filled with dust, and the final or\\nskim-coat should be white. Tinted plaster or skim-coat-\\ning has not proved itself altogether successful. Given,\\nthen, the smooth, white walls and ceiling, their proper\\ntinting is the next problem.\\nFirst, one must consider the sort of light that the\\nroom receives. If the windows look toward the south,\\nthere will be direct sunlight during school hours if\\ntoward the north, the room will have little or no sun-\\nshine if the outlook is eastward or westward, the sun\\nwill shine into the room morning or afternoon only.\\nThe room must be cheerful, but not too brilliant in\\ncolor. A room into which only the cold north light\\ncomes needs to be colored in delicate tints of yellow and", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0148.jp2"}, "149": {"fulltext": "THE SCHOOLROOM 87\\norange-yellow to give an impression of warmth and light,\\nwhile rooms having direct sunlight need the cooler and\\ndeeper tints of green, blue-green, and gray. As a rule,\\nall the stronger tones of blue, and the intermediate hues\\nto violet, are to be avoided they are either unpleasantly\\ncold or aggressive and insistent. Red and all its imme-\\ndiate relatives should be excluded, because such colors\\nare trying to the eye. Knowing, then, whether the\\nscheme of the room should be warm or cool, as the ar-\\ntists say, that is, whether the yellows or the greens are\\nto furnish the prevailing colors, the precise hue and value\\nof color for walls and for ceiling must be next determined.\\nThe key to this problem is to be found in the wood-\\nwork, the finish of the room. All harmonies of color\\nare, according to Ruskin s classification, harmonies of\\nanalogy or harmonies of contrast, or, to state it another\\nway, harmonies of colors which vary but slightly in hue,\\nlike yellow and orange, or of colors which differ widely\\nin hue, as do yellow and blue, or red and green.\\nThe color of the walls should therefore harmonize\\nwith the woodwork either by analogy or by contrast.\\nSuppose the finish to be of oak. An examination of\\nthe polished wood will show that the general color of\\nthe surface is made up of irregular spots and lines\\nof various colors, dull yellow, dull orange and brown,\\nwith many varieties of these. 1 The colors which har-\\nmonize with these by analogy are tints of yellow and\\norange, in popular phrase, cream, buff, the wood\\n1 With our present uncertain color nomenclature it is impossible to de-\\nscribe colors accurately in popular terms. To one familiar with the Brad-\\nley system, the following would be more definite oak colors are broken\\nshades of OY, YO, O, RO their contrasts are in the BG, GB, and B scales.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0149.jp2"}, "150": {"fulltext": "S8\\nSCHOOL SANITATION AND DECORATION\\n,t* o^*\\nCcr* 0r0 v\\nHu\u00c2\u00abs analogous tc\\ncolors, tan, and light brown. Those which har-\\nmonize by contrast are the hues between blue and green,\\nthe green grays, light olive, tea, light robin s\\n^gg, and similar colors. 1 If the room is a comparatively\\ndark room, finished in oak, the lighter colors of the\\ngrain will give the hue to the walls, and the lightest\\ncolors the hue for the ceiling, both of course lightened\\nsomewhat by the addition of\\nwhite. If the room has a\\nsouth exposure, the contrast-\\ning colors will be used, or if\\nthe analogous colors are pre-\\nferred, they will be dulled and\\ndarkened to counteract the\\neffect of the excessive light.\\nThe conditions vary slightly\\nif ash or North Carolina pine\\nis used. The pine is in effect\\nslightly warmer or redder\\nthan the oak, or yellower, ac-\\ncording to the predominance\\nof light or dark streaks in the\\ngrain. Ash is usually yellower than oak, hence its con-\\ntrasting colors average a little bluer. Perhaps a diagram\\nwill make this matter clearer. The letters, following the\\nBradley system, are the initials of the prismatic colors,\\nred, orange, yellow, green, blue, and violet. Their\\ncombination, as YO, means a yellow-orange, an orange\\nContrast K\\nFig. 13. Color Diagram.\\nv\\n1 With our present uncertain color nomenclature it is impossible to de-\\nscribe colors accurately in popular terms. To one familar with the Brad-\\nley system, the following would be more definite; oak colors are broken\\nshades of OY, YO, O, RO their contrasts are in the BG, GB, and B scales.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0150.jp2"}, "151": {"fulltext": "THE SCHOOLROOM\\n8 9\\ntinged with yellow O Y a yellow tinged with orange\\netc. Of course the colors of the woods are merely tints\\nor shades of these colors, never the pure colors them-\\nselves. Brilliant colors should be used sparingly, as, for\\nexample, in a narrow stripe along\\nthe edge of the ceiling or wall, or\\nin a bit of still life upon the book-\\ncase or elsewhere. The tone of\\nthe walls in hallways may be\\nrather strong and rich, but in\\nschoolrooms it should not be so\\ndark as to appear heavy, or so\\ndelicate as to soil easily. It\\nshould not be so gray as to ap-\\npear colorless, or so brilliant as\\nto attract more attention than the\\npictures and casts for which it is\\nto serve as a background. To give\\nexplicit directions for properly toning any room is impos-\\nsible, but the following will not lead one far astray\\n1. Determine the scheme of the room, warm or\\ncool in tone. 2. Select a tint for the ceiling (a). Let\\nit be a very light tint of some color found in the finish,\\nor of a contrasting color. 3. Make the wall (d) a middle\\nvalue between the ceiling color (a) and the general tone\\nof the finish (c). 4. If stripes are to be added for a\\nfrieze or border (d), they may repeat the color of the\\nceiling or of the woodwork or both, or may have a more\\nbrilliant color in harmony with the finish. 1 Strong con-\\n1 Figured borders applied with stencils, if very simple and quiet in color,\\nmay be a pleasing feature, but, as a rule, it is safer to be content with the\\nstripes.\\nFig. 14. Tone Diagram.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0151.jp2"}, "152": {"fulltext": "90 SCHOOL SANITATION AND DECORATION\\ntrasts are to be avoided. The blackboards and the ven-\\ntilators are the unmanageable elements. The blackboard\\nis a necessary part of the equipment in a public school,\\nand the sensitive decorator can do no better than to\\nignore it. Fortunately, if slate is used, the general tone\\nsoon becomes softened to a neutral gray. The venti-\\nlators should not be left black in color unless they come\\nin a blackboard. If they come in the wall space above\\nthe blackboard, they should be toned by means of paint\\nor bronzes to some harmonizing color. If painted the\\ncolor of the wall, they soon become discolored by dust.\\nVentilators are of iron, and therefore some metallic\\nfinish is best, frankly different from the finish of both\\nplaster and wood, and yet of a tone to harmonize with\\nthe color scheme of the room.\\nHaving determined the color for the walls, the medium\\nand its application are important. The various water-\\ncolor preparations are cheaper than oil color, but less\\ndurable. An oil paint properly applied will not peel off,\\nor be discolored by water leaking through from the\\noutside. If soiled, it can be washed and if occasion\\nrequires, the color can be matched perfectly. The walls\\nand ceiling should have two or three coats, the last one\\nto be stippled with a coarse brush to remove all gloss or\\nshine and produce a dead finish.\\nAn ideal wall surface is such as that produced by\\ncartridge paper. A close examination of that paper will\\nreveal the fact that its peculiar hue is produced by the\\nmingling of light reflected from minute particles of\\ndifferent colors. The effect is that of a granulated sur-\\nface, without a hint of shine or glitter, having a soft\\nrich bloom of color. Cartridge paper, however, or any", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0152.jp2"}, "153": {"fulltext": "PLATE XVI. BY THE RIVERSIDE.\\n{From a painting by Lc Rollc.)", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0153.jp2"}, "154": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0154.jp2"}, "155": {"fulltext": "THE SCHOOLROOM 91\\nother paper, is not sufficiently durable for use upon\\nschoolroom walls. Paper is justifiable only in repairing\\nor rejuvenating an old room merely for temporary use.\\nWINDOW SHADES\\nInside blinds have many elements in their favor,\\nthough they often shut out too much light. They are\\nclean, durable, of good color, or may be easily modified\\nto harmonize with the room. They may be closed at\\nthe top to shut out a high sun and left open below, or\\nclosed below and opened above to give a good light\\nupon objects used in drawing.\\nVenetian blinds, so-called, have the advantage of\\nbeing adjustable to screen out direct sunlight while ad-\\nmitting a large amount of light, but, though requiring\\nless room for operating than the ordinary blind, they\\nnecessitate coils of cord, which are often disorderly and\\nunsightly in arrangement.\\nThe ordinary shades upon rollers are comparatively\\ninexpensive, and if of the right color and thickness, are\\nquite satisfactory, especially if hung within the window-\\njamb, and in pairs, that is, one at the top to draw\\ndownward, and one below to draw upward as occasion\\nmay require. These are the most easily managed and,\\nall things considered, the most satisfactory if the win-\\ndow-sills are to support window gardens. The material\\nfor such shades should be tested in the schoolroom with\\nand without direct sunlight. A curtain which is quiet\\nin color and in harmony with the decorative scheme of\\nthe room under ordinary light, may under full sunlight\\ntransmit such an intensity of color as to be unpleasant\\nif not fatiguing or even injurious to the eye.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0155.jp2"}, "156": {"fulltext": "92 SCHOOL SANITATION AND DECORATION\\nOTHER PERMANENT FURNTSHINGS\\nTheoretically, the furniture of a schoolroom should\\ncorrespond with the finish. If the room is finished\\nin oak, the desks and chairs should be of oak. If the\\nfinish is ash, the furniture may be of birch or any\\nlight-colored wood. The cherry furniture, sometimes\\noffered for sale, is usually too highly colored to look\\nwell except in a room finished in highly colored wood\\nand having walls of a contrasting color.\\nBookcases fall in best with the decorative scheme\\nof the room when built in place against the wall as\\na part of the finish, but the wall space in a school-\\nroom is so valuable for other purposes that a revolving\\nbookcase may be a necessity. There may be oppor-\\ntunity for a book shelf somewhere, perhaps in a corner,\\nand any good architect will be able to design an in-\\nexpensive one which will be an attractive feature of the\\nroom.\\nCabinets for reference material of various sorts are\\nnecessary, but may be consigned to the closet if room\\nis limited. The ideal cabinet for photographs, mounted\\nprints, and other pictures is that commonly known as\\na filing cabinet with drop suspension drawers. An\\nillustrated catalogue of labor-saving office devices\\nwill suggest several space-economizing combinations for\\nprints, specimens, and books well worth the attention\\nof school architects and builders.\\nThe bulletin should be a prominent feature. It may\\nbe made of soft pine wood and covered with burlap or\\ndenim of a color to harmonize with the room. It may\\nbe placed between two doors or in a corner or wher-", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0156.jp2"}, "157": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0157.jp2"}, "158": {"fulltext": "O\\na\\nc -2\\nO rt\\n.5 a\\nt/5 aj\\na\\ng oj\\n2\\nS2\\no 2 v2\\nU\\nC\\nD\\nt\\n\u00e2\u0096\u00a02 oi\\n3 -H\\nIT. U) JJ\\nO\\no\\nc M\\nrt P\\nQ; c -53 c P\\n\u00e2\u0096\u00a03 8 s\\no i*. W 5\\nO\\n1 3\\nOJ\\nc r\\nE u\\nU\\nc\\nO", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0158.jp2"}, "159": {"fulltext": "fl\\no\\n3-\\nr\\nc\\nC\\no\\niC\\n3\\ny\\ncd\\nQ/\\nM\\ncd\\ni)\\nJ3\\nM\\nc\\nA\\nM\\ncd\\ncd\\no\\nu\\n1\\n~C\\nM\\na\\nS\\nC/J\\njd\\n5\\n\u00e2\u0096\u00ba5!\\n_\\nSo\\nz\\nu\\n\u00e2\u0096\u00a0t-\\nfc\\na;\\ni\\nft?\\nE\\ncd\\nI\\n\u00e2\u0080\u00a2d\\nc\\nu\\n,_;\\no\\n5\\n3\\nj\u00e2\u0080\u0094 1\\no\\nc/)\\nu\\nej\\nu\\nM\\nc\\nu\\nCJ\\nED\\nS\\nz.\\nj\\np\\ncd\\nc\\nrt\\nCI\\ne\\no\\nV\\nc\\nu\\nm\\nur\\nc\\n1\\no\\nRj\\n_2\\nu\\na\\nc\\nC;\\n\u00e2\u0096\u00a0_\\nU 3", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0159.jp2"}, "160": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0160.jp2"}, "161": {"fulltext": "THE SCHOOLROOM 93\\never seems best. Unless it fits some space bounded\\nby moldings, it should be framed, simply, to correspond\\nwith the woodwork of the room, and fastened securely\\nflat against the wall. Upon this bulletin shall be posted\\nall notices, clippings, sample sheets of writing, drawing,\\nor painting. Rows of papers tacked to the upper mold-\\ning of the blackboard, or hung upon wires or strings\\nstretched across the walls, or pinned at haphazard upon\\nthe door, are unsightly. The bulletin is the place for\\nthe display of school work.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0161.jp2"}, "162": {"fulltext": "CHAPTER VII\\nSCHOOLROOM DECORATION\\nMany people have yet to learn that beauty does not\\ndepend upon complexity and prodigality, and that it has\\nnothing whatever to do with the fashions. A popular\\njournal published not long ago The Interior of One\\nHundred Homes, the editor might have added with\\nfurnishings enough for one thousand Almost with-\\nout exception the walls were mottled with pictures and\\ncards and the floors cluttered with things. Savages\\nand half-civilized people delight in multiplicity the\\nmore tattooing, the more earrings and nose rings, the\\ngreater the beauty South Sea paddle blades are incised\\nall over with with monotonous ornament; Indian pago-\\ndas are heaps of heterogeneous forms. Perhaps one\\nought not to say that American parlors are barbaric\\nthey are at least composite, they contain collections,\\nthey are museums, or would be if properly arranged\\nand catalogued, in many cases museums of moderate\\nsize simply because the purse is limited.\\nOur schoolrooms are in dansrer of becoming so full\\nof a number of things that there will be no room for\\nbeauty. Plate XIX shows a schoolroom which re-\\ncently received first honors in a prize competition organ-\\nized by one of our enterprising monthlies. It contains\\npictures galore, pictures of all kinds and sizes, pictures\\n94", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0162.jp2"}, "163": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0163.jp2"}, "164": {"fulltext": "o\\no\\n22\\no\\no\\nu\\nm\\nQ\\no\\nw\\nQ\\no\\ncu", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0164.jp2"}, "165": {"fulltext": "PLATE XX. A WELL DECORATED SCHOOLROOM.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0165.jp2"}, "166": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0166.jp2"}, "167": {"fulltext": "SCHOOLROOM DECORATION 95\\nin frames and on easels, pictures singly and in borders,\\nit contains casts and flowers, vases and dried grasses,\\nflags and bric-a-brac. The room is burdened with a\\nmelange of decorative material, it is a new curiosity\\nshop A drawing teacher, more nice than wise, used\\nto say bxiQ-h-bree She means bric-a-^bris, re-\\nmarked an artist who happened to hear bric-a-debris\\nfills a long-felt want in one s vocabulary. The word\\ncomes unbidden to the lips when such an interior as this\\npresents itself for judgment. Contrast with it the inte-\\nrior from a primary school in Springfield, Mass. (Plate\\nXX.) Here are a few of the best photographs obtaina-\\nble, photographs of recognized masterpieces. They are\\nlarge, appropriately framed, and hung with reference to\\nthe wall spaces. There is no crowding, no confusion,\\nno clutter anywhere the blackboards are utilized with\\nsome thought of orderly spacing, the vases of flowers\\nare tastefully arranged, and the effect of the room\\nas a whole is clean, temperate, restful, wholesome.\\nOne cannot imagine haphazard, slovenly results com-\\ning from children accustomed to such an atmosphere of\\norder and peace and beauty.\\nSuch schoolrooms are none too good for the most out-\\nof-the-way corner in these United States. To produce\\nthem requires something besides a wish and a bag of\\ngold it requires good taste and forethought. Given\\nthe finished room, the problem is what kind of decora-\\ntive material shall be used and h ow much.\\nIt is well to plan the decorations ideally, at first,\\nwithout regard to expense. With unlimited means,\\nwhat ought to be done to perfect the room The light\\ncomes from the left side only then upon the wall in", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0167.jp2"}, "168": {"fulltext": "g6 SCHOOL SANITATION AND DECORATION\\nfront of the pupils and upon the rear wall we may have\\ncasts, and upon either of these walls, or upon the right\\nside opposite the windows, we may hang pictures. We\\nwill put our very best things in front, where they will\\nbe seen by the pupils whenever their eyes are raised\\nfrom the books. But we must consider the wall spaces.\\nHere is a wide space that means one large thing, or\\ntwo or three small ones. Which is better Without\\ndoubt the one large picture or cast. Here is a narrow\\nspace between the door-frame and the corner that is\\nthe place for a narrow picture or possibly a cast. Casts\\nsometimes fit excellently well in very narrow spaces.\\nShall we place anything high over the door Probably\\nnot; no artist likes to see his pictures skyed. On\\nthat bookcase is a good place for a pretty vase or two.\\nThe room ought to have, let us suppose, five large pic-\\ntures (one very wide), one large cast, and two smaller\\nones, and three vases two for ornament only and one\\nfor holding flowers upon the teacher s desk.\\nWhat sort of pictures and casts and vases Ah,\\nthere s the rub! Shall we just please the children in\\nthe selection Shall we decide to have a Greek\\nroom or a Roman room or a Venetian room, or\\nshall we insist on using the flag in interior decoration\\nand have an American room\\nFirstly, the flag belongs on a flag staff outside the\\nschool building. The American flag, the most beau-\\ntiful banner in the world though it be, has no place\\nas a permanent wall decoration. It will spoil the deco-\\nrative scheme of any schoolroom. Moreover, if we use\\nthe flag constantly, what shall we have in reserve for\\nspecial occasions And if it is always before us, how", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0168.jp2"}, "169": {"fulltext": "SCHOOLROOM DECORATION 97\\nshall we bring it forth with rejoicing and with special\\nhonors upon the red-letter days of the Nation s life\\nThen, too, how incongruous to find Venus draped with\\nthe stars and stripes, or the flag above the Madonna\\nIt is well for our children to know that but one flag\\nin the world ever floats above Old Glory it is well for\\nthem to remember that on Sunday mornings the flag of\\nAmerica takes second place and floats upon the still air\\nbeneath the flag of the Cross at the masthead of our\\nbattle ships, but it is not well for them to see in their\\nschoolrooms the Mystery of the Ages draped with the\\nflag of the United States.\\nSecondly, we will not have classified rooms for the\\nlittle children. Classification is nothing to them Greek\\nand Roman and Renaissance are meaningless words.\\nChildren dwell in the realm of unreflective immedi-\\nacy they enjoy a picture for its own sake, not be-\\ncause it is Spanish and forms a part of a system.\\nThey like a Bambino because it is a cunning little\\nbaby in a funny dress, not because of its plastic quali-\\nties, or because the great Lucca della Robbia made it.\\nIn the upper grades we may begin some sort of classi-\\nfication if we wish, and in the high school we will in-\\nsist upon it. There the English literature room shall\\nbe appropriately decorated, the Greek room shall be\\nGreek, and the Latin room Roman, and the great\\nassembly hall shall be American. Some day those halls\\nwill be frescoed with the memorable scenes in our\\nnational history, drawn and painted by the boys and\\ngirls now being trained to patriotism as well as to\\npower in our public schools.\\nThirdly, we will hold to our ideal plan, though we\\nH", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0169.jp2"}, "170": {"fulltext": "98 SCHOOL SANITATION AND DECORATION\\nhave not the means to realize it all at once. We will\\nbuy the picture we want and hang it where it ought to\\nhang; and when we can buy another, we will buy that\\nand put it in its right place, and so on until the room is\\ncompleted.\\nOh, but we want to change the pictures about,\\nsomebody says it is so monotonous to have always\\nthe same thing in the same place But the children\\nchange from year to year, the room need not. If the\\nroom is once really beautiful, it ought not to be\\nchanged A thing of beauty is a joy forever Peo-\\nple change their parlor furnishings simply because the\\ndecorative effect is never quite right. Nobody wants\\nto change the interior of the Spanish Chapel or of\\nCologne Cathedral.\\nKnowing, then, in a general way what a given room\\nrequires, the attention may be given to individual ob-\\njects. Each picture, cast and object appears at its best\\nunder certain conditions each may become insignifi-\\ncant under adverse conditions, therefore each may well\\nbe considered somewhat in detail.\\nPICTURES\\nWalls are decorated for the sole purpose of enhancing\\ntheir beauty. It would seem unnecessary to add that\\nwhatever is placed upon them should be beautiful.\\nThe subject of a picture may be unimpeachable, but\\nunless the picture is in itself a thing of beauty, it has no\\nclaim to a permanent place upon the schoolroom wall.\\nShall we eliminate historical pictures Yes, unless\\nthey are beautiful, like Turner s Old Temeraire.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0170.jp2"}, "171": {"fulltext": "SCHOOLROOM DECORATION\\n99\\nAnd how about portraits of authors and statesmen\\nThose too must go, unless they are, like Stuart s Wash-\\nington, masterpieces of art. All material useful to\\nillustrate history, literature, nature study, and geog-\\nraphy, or any other subject, shall be kept in portfolios\\nor cabinets and used when required. We may have\\nmaps, charts, and decorations for special occasions hung\\nupon the walls for a day or two. We will have per-\\nmanently upon the walls only such things as are perfectly\\nadapted to the decorative scheme of the schoolroom.\\nKinds of Pictures. Original masterpieces in color\\nare too expensive for schoolroom walls. Originals which\\nare less than masterpieces are not desirable. In Paris,\\na few schools possess original drawings or sketches by\\nmodern French masters. Possibly drawings by our\\nAmerican artists might be obtained for our schools if\\nartists and teachers could work together sympatheti-\\ncally. But for the present we must depend chiefly upon\\nreproductions.\\nLithographs in black and white are usually undesirable\\nbecause untruthful and inartistic. Chromolithographs\\nare to be avoided, for the same reason. There are a\\nfew notable exceptions, such as the Caravels of Colum-\\nbus by Prang, and occasional masterpieces by other\\nhigh grade lithographers but as a rule the chromo is not\\nfor permanent display on the schoolroom wall. Fine\\nengravings and etchings of sufficient size are generally\\ntoo expensive for schools to secure except through the\\ngenerosity of some wealthy patron. Photogravures of\\nsuch quality as Elson s are excellent, but almost all the\\nprocess reproductions are too cheap they look cheap\\nand lack the artistic qualities of a good photograph.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0171.jp2"}, "172": {"fulltext": "100 SCHOOL SANITATION AND DECORATION\\nSolar prints are satisfactory only when details are unim-\\nportant, as in the Grand Hall of Karnak, or the\\nMount Vernon, or the Moses (see frontispiece).\\nBut a fine photograph retains to an astonishing degree\\nthe qualities of the original, indeed, in some places the\\nphotograph is the more pleasing. Del Sarto s Saint\\nJohn, Beatrice Cenci, and Richter s Queen Louise\\nare examples of pictures which gain by photographic re-\\nproduction the print preserves their fine values with-\\nout calling attention to their unfortunate color. On the\\nother hand, where the coloring is of prime importance,\\nof course photographic reproduction is inadequate. One\\nwho knows Paul Veronese and Titian and Turner only\\nthrough black and white prints can have but the very\\nfaintest conception of their power. This emphasis of\\nthe photograph in wall decoration tends to make the\\nroom colorless but the lack of color upon the walls\\nmay be counterbalanced by color in bric-a-brac and in\\nflowers. Besides, there are a few colored reproductions,\\nin addition to the two or three good lithographs, not too\\nexpensive nor too crude for general use, namely, the\\nhigher grades of Japanese prints and colored photo-\\ngraphs. Colored photographs are often too highly\\ncolored, but occasionally, one will be found quite de-\\nlightful in tone and very effective when properly\\nframed; such, for example, as the large plate of the\\nEntrance to the Ducal Palace, imported from Italy,\\nand the Fusiyama and the Grand Avenue of Trees,\\nimported from Japan.\\nSubjects. Pictures should be selected with reference\\nto the grade of the room in which they are to be placed.\\nLittle children care nothing for Roman ruins and Greek", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0172.jp2"}, "173": {"fulltext": "SCHOOLROOM DECORATION ioi\\nfragments the pictures they love are those which tell\\nthe story of happy animal and child life, of vigorous\\naction, and of mother love. Classic landscapes and\\ntemples and statues of the gods belong in the ninth\\ngrade, if anywhere below the high school.\\nThe subjects selected in any grade should be such as\\none may contemplate with pleasure. Life is painful\\nenough at first hand without reflecting its sorrows and\\nsufferings from schoolroom walls. Thorwaldsen s Lion\\nof Lucerne (Plate XVII, page 92) is admirable when\\nseen by the traveler who visits the Glacier Garden\\nonce or twice in a lifetime but the dying agonies of\\neven the king of beasts are not for children to gaze\\nupon continually, nor are such subjects as the Dying\\nGaul or a Saint Sebastian or an Ecce Homo.\\nWe do not wish our children to live with one of Barye s\\nmasterpieces of animal fury and agony, or with a bloody\\nhorror by Verestchagin, or with a Last Judgment,\\neven Michel Angelo s. We want them to live just as\\nlong as possible with the sunshine and the flowers, with\\nthe birds and the cherubs, with the saints and the\\nMadonnas.\\nThe pictures selected should carry, that is, they\\nshould be of such a character as to be effective and\\nbeautiful when seen at some distance. The photograph\\nof the ceiling of the Sistine Chapel (which by the way\\nshould never be hung upon a wall), although fascinating\\nwhen studied at short range, becomes, when seen from- a\\ndistance, a patchwork of confused grays. But a good\\nphotograph of the wondrous equestrian statue of Bar-\\ntolommeo Colleoni retains its majesty and challenges the\\nadmiration of the observer at almost any distance.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0173.jp2"}, "174": {"fulltext": "102 SCHOOL SANITATION AND DECORATION\\nOne should select, therefore, only artistic pictures, of\\nappropriate subject and effective composition.\\nThe following is a suggestive list of pictures, classified\\naccording to grade 1\\nKindergarten and Primary Grades\\nMadonna of the Chair\\nHoly Night\\nRest in Flight\\nChildren of the Shell\\nMother and Child\\nBaby Stuart\\nAge of Innocence\\nFeeding her Birds\\nBy the Riverside\\nLittle Rose\\nShepherdess Knitting\\nCaritas\\nMember of the Humane Society\\nThe Connoisseurs\\nThe Blacksmith\\nEscaped Cow\\nMilan Cathedral.\\nLeaning Tower, Pisa.\\nRaphael.\\nCorreggio.\\nKnaus.\\nMurillo.\\nBrush.\\nVan Dyck.\\nReynolds.\\nMillet.\\nLerolle.\\nWhistler.\\nMillet.\\nThayer.\\nLandseer.\\nLandseer.\\nFrere. j\\nDupre.\\nIntermediate Grades\\nSistine Madonna, Detail\\nMadonna and Child\\nVirgin, Infant Jesus, and St. John\\nChildren of Charles I\\nPenelope Boothby\\nShepherdess\\nChristmas Chimes\\nBrother and Sister\\nThe Gleaners\\nRaphael.\\nDagnan-Bouveret.\\nBourguereau.\\nVan Dyck.\\nReynolds.\\nLerolle.\\nBlashfield.\\nThayer.\\nMillet.\\n1 For more extended list of selected works see an appendix,", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0174.jp2"}, "175": {"fulltext": "SCHOOLROOM DECORATION\\n103\\nAt the Watering Trough\\nAutomedon\\nHorse Fair\\nAurora\\nKabyl\\nPilgrims going to Church\\nPaysage\\nSt. Mark s.\\nNotre Dame.\\nGrammar Grades\\nVirgin, Infant Jesus, and St\\nMadonna of the Shop\\nJoan of Arc\\nQueen Louise\\nSir Galahad\\nThe Haymaker\\nThe Sower\\nThe Watercarrier\\nDance of the Nymphs\\nGolden Stair\\nReading Homer\\nPortrait of Rubens\\nWashington\\nCapitol at Washington\\nDoges 1 Palace.\\nAmiens Cathredral.\\nWestminster Abbey.\\nJohn\\nDagnan-Bouveret.\\nRegnault.\\nBonheur.\\nGuido Reni.\\nShreyer.\\nBoughton.\\nCorot.\\nBotticelli.\\nDagnan-Bouveret.\\nBastien Lepage.\\nRichter.\\nWatts.\\nAdan.\\nMillet.\\nMillet.\\nCorot.\\nBurne-Jones.\\nAlma-Tadema.\\nRubens.\\nStuart.\\nHigh School Grades\\nSistine Madonna\\nRaphael.\\nVirgin Enthroned\\nThayer.\\nAngels\\nForli.\\nSt. Catherine\\nRaphael.\\nSt. Michel and Satan\\nGuido Reni.\\nSt. Michel and Satan\\nRaphael.\\nFrieze of the Prophets\\nSargent.\\nSibyls\\nMichel Angelo", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0175.jp2"}, "176": {"fulltext": "104 SCHOOL SANITATION AND DECORATION\\nCirce\\nPortrait of his Mother\\nElizabeth Bas\\nDiana s Bath\\nApproach to Venice\\nUlysses deriding Polyphemus\\nVintage Festival\\nAppian Way\\nCastle of St.. Angelo.\\nAcropolis, Pyramid and Sphinx.\\nArch of Titus, Cologne Cathedral.\\nMoses\\nBurne-Jones.\\nWhistler.\\nRembrandt.\\nCorot.\\nTurner.\\nTurner.\\nAlma-Tadema.\\nBoulanger.\\nMichel Angelo.\\nFraming. Just now fashion would have us believe\\nthat photographs, like oil paintings, should be framed\\nwithout mats. But why There is no more reason for\\ndiscarding mats than for using them. The fact is that\\nsome pictures require a mat and some do not. Hoff-\\nmann s Christ in the Temple looks pinched and\\ncrowded by the frame without a mat, so also does Alma-\\nTadema s Reading Homer (Plate XVIII, page 93),\\nbut such a picture as Rembrandt s Portrait of Him-\\nself or Murillo s Children of the Shell need no mat,\\nthey have room enough between figure and frame.\\nThe mat may either enhance or detract from the\\neffectiveness of a picture. A dark picture with a light\\nmat framed in dark wood is thrown into the shade by\\nthe mat. The mat gets the first word with every ob-\\nserver. A mat or a frame should surround the picture\\nwith a space of silence, to use Ruskin s phrase.\\nWhen the mat attracts attention first, when the frame\\nleads people to exclaim What an elegant frame\\nthat which should be first has become last and the last\\nfirst.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0176.jp2"}, "177": {"fulltext": "SCHOOLROOM DECORATION 105\\nA gloomy picture may be made less gloomy by fram-\\ning with a mat which by contrast heightens the effect\\nof the little light in the picture, or a very light picture\\nmay be made richer in tone by contrast with a pale mat\\nbut as a rule the mat should be of a color analogous to\\nthe general hue of the picture and of a tone darker than\\nthe lights of the picture and lighter than the darks for\\nif the mat be too light the high lights of the picture\\nseem to lose their brilliancy, and if too dark the deep\\nshades by contrast appear to have lost their depth.\\nUpon a mat of middle tone both the strong lights and\\nthe darks hold their own in the scale of values. Some-\\ntimes a single line, of the value of the darks of the\\npicture, drawn upon the mat from a quarter to a half\\ninch from the picture, so as to form a circumscribing\\nrectangle, heightens the effect by softening the contrast\\nbetween picture and mat.\\nThe width of the mat depends upon the character of\\nthe picture. The mat isolates the picture by stopping\\nout its immediate environment. When viewing a\\npicture from a distance, one is conscious of a wide area\\nof surrounding objects; a wide space of silence, a\\nwide mat, is required in such cases to focus the atten-\\ntion upon the picture. But a picture crowded with de-\\ntail, a picture to be explored, to be studied at short\\nrange, requires less neutral ground around it. A\\nnarrower mat will be of sufficient width.\\nThe picture should be placed slightly above the center\\nof the mat, that the margin above may be less than the\\nmargin below. One may reason as to why this should\\nbe without arriving at a satisfactory conclusion. We\\nknow that to satisfy the eye the upper part of an S and", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0177.jp2"}, "178": {"fulltext": "106 SCHOOL SANITATION AND DECORATION\\nof a B must be slightly smaller than the lower part, and\\nthat the tongue of the E and the bar of the H must be\\nabove the center; and the fact is that a picture mounted\\nwith equal margins above and below appears to have\\ndropped or sagged for some reason, and to be in danger\\nof falling out of the frame.\\nThe frame proper is merely a continuation of the mat,\\nand should, therefore, be unobtrusive. Its color should\\nbe analogous to that of the mat, but may be much\\ndarker in tone. Ordinarily all glittering surfaces and\\nintricate or obtrusive ornament should be avoided.\\nFlat moldings, which cast little or no shadow upon the\\npicture, finished to show the natural grain of the wood,\\ntoned to the right hue and value to harmonize with the\\npicture, and with a single line of delicate beading to\\ngive a ripple of light and dark for accent and to show\\nthat the picture is worthy of something more than a\\nwindow sash for protection such elements combine to\\nproduce a frame at once appropriate and durable, in\\ngood taste from either the aesthetic or utilitarian point of\\nview. Plate XXI shows a half-tone of a well-framed pic-\\nture. Notice the relative values of the picture proper,\\nthe mat, and the frame, and the relative widths of mold-\\ning and mat. The molding may be wider than the mat\\nor narrower, usually the latter, for equal widths of dis-\\nsimilar surfaces are not pleasing. When no mat is used,\\nthe frame should be governed by the same considera-\\ntions. Its functions are similar to those of the mat.\\nA pleasing effect is sometimes obtained by mounting\\nand framing in delicate hues which harmonize by con-\\ntrast with the hues of the picture, but the practice is\\nnot to be strongly recommended.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0178.jp2"}, "179": {"fulltext": "Copyright, /Sgy, by Curtis Cameron.\\nPLATE XXI. A WELL FRAMED PICTURE, CARITAS.\\n(From the painting by Abbott Thayer.)", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0179.jp2"}, "180": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0180.jp2"}, "181": {"fulltext": "SCHOOLROOM DECORATION\\n107\\nHanging. Most pictures are at their best under a\\nside or top light, but in a schoolroom they must often\\nbe hung directly opposite the light, or, worse, between\\ntwo windows. A picture full of detail, or a picture\\nwith subtle gradations and delicate tones of light and\\nshade, requires more light than one having large simple\\nmasses and strong contrasts hence, as a rule, such\\npictures as Corot s Rainbow should be placed in a\\nwell-lighted place, and The Sower of Millet, and\\nother vigorous compositions, reserved for less favored\\nspaces. Sometimes, however, a picture full of light\\nwill illume a dark corner so happily that one is inclined\\nto doubt the wisdom of attempting to formulate rules.\\nA picture with a marked effect of light from one side\\nis often most effective when hung so that the actual\\nillumination corresponds with the apparent illumina-\\ntion that is, if the light in the picture is represented\\nas falling from the left of the observer, the picture\\nmay well be hung upon a wall lighted from the left\\nside.\\nWhether pictures should be suspended from a single\\nhook or from two hooks depends partly upon the evi-\\ndent weight of the picture, and partly upon one s taste\\nin such matters. If it be assumed that the picture\\nshould rightly be flat against the wall, and supported\\nwithout visible means, then the nearer those conditions\\ncan be approximated the better. It is safe to say that\\nthe picture should be hung in the simplest and most\\nunobtrusive manner possible, and that it should not\\nrest for support upon a shelf or molding beneath,\\nexcept in extreme cases, where lack of space, or ex-\\ntraordinary weight, make proper spacing impossible.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0181.jp2"}, "182": {"fulltext": "108 SCHOOL SANITATION AND DECORATION\\nCASTS\\nCasts are reproductions of sculpture :(i) in the round\\nthat is, of the entire figure, human or animal, or some\\ndetail of it, as a bust and (2) in relief, of which there are\\nthree varieties, very low relief, called bas-relief, very\\nhigh relief, called alto relief, and medium or mezzo relief.\\nThe tendency in America is to discard this classification\\nand these terms, and to make but two classes, designat-\\ning them in plain English as low relief and high relief.\\nThe intaglio is a low relief reversed, that is, the depres-\\nsions of the one answer to the elevations of surface in\\nthe other. Intaglios are seldom of large size, and there-\\nfore not to be considered here.\\nQualities. Casts are commonly made from piece\\nmolds molds made in sections; hence upon a good\\nfresh cast delicate lines are visible which mark the\\nsubdivisions of the mold. These are sometimes care-\\nfully removed before the cast is considered perfect. In\\ncheap casts they are always removed. If the sec-\\ntions of the mold are not perfectly adjusted before be-\\ning filled with plaster, these lines reveal the fact hence\\nin such cases they are immediately removed because of\\ntheir tell-tale character, and the cast scoured down to a\\nsmooth surface. A moment s reflection will convince\\none that the subtle qualities of the original, the refined\\nlines and delicate modeling, may be entirely lost during\\nsuch a process of sandpapering. It is therefore the\\nhabit of connoisseurs to select the cast before the mold\\nlines are removed. The safe course for a non-profes-\\nsional who wishes casts of good quality is to secure them\\nthrough reputable dealers only.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0182.jp2"}, "183": {"fulltext": "Ik\\nPLATE XXII. \u00e2\u0080\u0094MADONNA AND CHILD. (DONATELLO.) A\\nLOW RELIEF UNDER A FULL FRONT LIGHT. DETAIL\\nLOST, CAST FLAT AND INEFFECTIVE.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0183.jp2"}, "184": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0184.jp2"}, "185": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0185.jp2"}, "186": {"fulltext": ":W-\\nPLATE XXIII.\u00e2\u0080\u0094 THE SAME RELIEF UNDER A SIDE LIGHT.\\nDETAIL MORE EVIDENT, BUT DARKS ACCENT TOO\\nSHARPLY UNIMPORTANT PARTS.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0186.jp2"}, "187": {"fulltext": "SCHOOLROOM DECORATION 109\\nFresh casts are bright white in color, a most trying\\ntone for the eye, and awkward to manage in most deco-\\nrative schemes. They should be toned to ivory, or\\ncream white, which approximates the mellow tone of\\nold marble, but should not be stained yellow, as cheap\\ncasts often are. A good cast, properly toned and ap-\\npropriately placed, is so effective a piece of decoration\\nthat in a room with framed pictures it may easily become\\nthe chief ornamental feature. Nothing is more charm-\\ning in a kindergarten or primary room than a Bambino\\nupon the wall above the teacher s desk, with his hands\\nspread out invitingly to the children.\\nCasts in the Round. The beauty of a cast depends\\nso largely upon position and illumination that the beauty\\nof even the best cast may be practically destroyed by\\ncarelessness in these matters.\\nWhen Rogers groups were in vogue they were\\nusually placed upon a table or pedestal in a bay window,\\nthe worst imaginable place for a cast, so far as display-\\ning its beauty is concerned, but the best possible place\\nfor it to advertise the fact of its possession and display\\none s vanity to the public. The best place for a cast in\\nthe round is probably a niche in the wall, where the cast\\nmay be seen at the most effective angle, under the best\\nlight, and against a softly modulated background. The\\nnext best is against a well-toned wall, where the light\\nfalls from one side only, or near a corner where the\\nlight reflected from a wall relieves the intensity of shade\\nupon the dark side of the cast. A cast should never be\\nplaced against a blackboard. If the cast is a statuette\\nor a bust, it may stand upon a table, a bookcase, or upon\\na bracket of unobtrusive design but if of larger size,", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0187.jp2"}, "188": {"fulltext": "HO SCHOOL SANITATION AND DECORATION\\nplan of base.\\nn\\nthree feet high or more, it should be placed upon a\\npedestal of good proportions, refined line, and quiet color.\\nA plaster pedestal with ornaments, plus a placard giving\\ndata, monopolize too much attention. A good pedestal\\nmay be made by any skilled carpenter from such a\\ndrawing as is shown in Fig. 15.\\nThe height of the pedestal, and\\ntherefore its proportions through-\\nout, must be determined by the size\\nof the cast and the position it should\\noccupy. The Ludovisi Mars or\\nthe Apollo Belvidere, for exam-\\nple, should be seen at about the level\\nof the eye, the winged Victory of\\nSamothrace is best slightly above,\\nand the Victory of Painios very\\nmuch above the level of the eye.\\nThe unobtrusive label, a gray card\\nwith lettering in black, may be added\\nat a, or perhaps flat upon the top of\\nthe pedestal, where it attracts no at-\\ntention whatever, but is always at\\nhand to serve those who wish to be\\ninstructed.\\nIn Relief. Under certain condi-\\ntions a cast in the round or a very high relief may be\\nhung opposite the light in a schoolroom, but a low re-\\nlief should never be so hung. Plates XXII, XXIII, and\\nXXIV show the same relief under three different illu-\\nminations first, full front light second, a side light at\\nrandom third, a selected side light. There can be no\\nquestion as to which is preferable.\\nFig. 15. Pedestal.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0188.jp2"}, "189": {"fulltext": "PLATE XXIV.\u00e2\u0080\u0094 THE SAME RELIEF UNDER A SELECTED SIDE\\nLIGHT. DETAIL CLEAR, LIGHT MASSED UPON THE\\nIMPORTANT OBJECTS.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0189.jp2"}, "190": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0190.jp2"}, "191": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0191.jp2"}, "192": {"fulltext": "PLATE XXV. CASTS: LIOX, BY BARVE. INFANT ST. JOHN,\\nBY DONATELLO. BAMBINO, BY DELLA ROBBIA.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0192.jp2"}, "193": {"fulltext": "SCHOOLROOM DECORATION\\nIII\\nA relief of small size may be stood upon a bookcase\\nand tilted against the wall like an ornamental tile if the\\nconditions of light and height allow it, but a larger cast\\nshould be hung, not by cords like a picture, but flat\\nagainst the wall by means of hooks at the back. A\\ncast has the appearance of weight, and, if hung like a\\npicture, gives the impression of being about to pitch for-\\nFig. 16. Frame for Cast\\nward into the room. Very heavy casts require the addi-\\ntional support of a projecting molding or bracket.\\nA cast of decorative outline, like a Bambino, looks well\\nupon the wall without accessories of any sort (see Plate\\nXXV), but certain other casts of more or less irregular\\noutline seem to require something to relieve the appar-\\nently unfinished, unrelated aspect which they present\\nfrom some points of view. Architects have used casts\\nwith most charming effect above a fireplace or mantle,\\nby imbedding them in the wall so deeply that the sur-", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0193.jp2"}, "194": {"fulltext": "112 SCHOOL SANITATION AND DECORATION\\nrounding surface, plain or molded, forms a frame. It is\\nusually impracticable to use casts that way in the school-\\nroom, although there is no good reason why they should\\nnot be set into the walls when the building is in process\\nbut it is possible to hang a cast within a frame in such\\na manner that this impression of unrelatedness may be\\ngreatly reduced (Fig. 16). The frame should be perfectly\\nplain, made of some wood to harmonize with the finish,\\nor painted the proper color to mediate between the wall\\nand the cast, or it may be made of rough plank, as indi-\\ncated in the sketch, and covered with burlap of appropri-\\nate color, perhaps with the ordinary burlap. Some casts,\\nhowever, would better not be framed singly. The Frieze\\nof the Parthenon, for example, was originally intended\\nto be lighted from below and seen from below, the sep-\\narate sections forming a continuous band of enriched\\nsurface high above the eye. A single fragment of this\\nnoble frieze is never quite satisfactory several sections\\nside by side are needed to give the spirit of the original,\\nand these should be placed as high as possible above the\\neye. A portion of the frieze is used effectually in the\\nMedford High School Hall, Plate XXVI. On the other\\nhand, each Metope of the Parthenon has a unity of its\\nown, and was originally framed in marble, so to speak,\\nand hence is perfectly adapted to the requirements of\\nschoolroom wall decoration.\\nSubjects. Little children like casts of animals like\\nBarye s Walking Lion, and of children like Donatello s\\nSt. John (see Plate XXV), but often a relief strikes\\nthem as a curiosity, and all perception of its beauty is\\nswallowed up of wonder. In the upper grades the fine\\nqualities of reliefs are more likely to be appreciated.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0194.jp2"}, "195": {"fulltext": "*d\\nr\\nH\\nrt\\nX\\nX\\n1\\nV,\\no\\n5\\no\\nM\\n01\\nl-t\\nre\\no\\nm\\nin\\nCT\\no\\nre\\nn\\nre\\np\\nw\\n\u00e2\u0080\u00a2o\\no\\np\\n3\\nP.\\nX\\nr\\nr\\nO\\no\\nCI\\nt/1\\nrt\\nH\\nr\\nrt\\nr.\\ns\\no\\nc\\nrt\\nffi\\nre\\nrr\\n33\\nO\\nre\\n5*\\nw\\nD\\nrt\\nJ\\nD\\nv.\\n(75", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0195.jp2"}, "196": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0196.jp2"}, "197": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0197.jp2"}, "198": {"fulltext": "r.\\nf.\\n-J\\nw\\ng\\n3\\nas\\nPQ\\no\\nc\\nu\\n\u00e2\u0080\u00a2J", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0198.jp2"}, "199": {"fulltext": "SCHOOLROOM DECORATION\\n113\\nMoreover, in casts for public mixed schools the treat-\\nment of the subject should be considered with some\\nregard to American ideals. We are not Greeks or\\nFrenchmen. Artists make a nice distinction between\\nthe nude and the naked, a distinction all ought to make\\nwho have the selection of casts or pictures for schools.\\nThe following is a classified list of the best casts\\nKindergarten and Primary Grades\\nIn the Round\\nDonatello.\\nInfant St. John\\nSinging Cherubs.\\nElephant Running\\nRabbit Reclining\\nBambino\\nMadonna and Child\\nIn Relief\\nIntermediate Grades\\nIn the Round\\nSt. George\\nYouthful St. John\\nLion Walking\\nPanther Reclining\\nIn Relief\\nMadonna and Child\\nChoir Boys with Book\\nFlight of Time\\nGrammar Grades\\nthe Round\\nYoung Augustus.\\nSphinx. British Museum.\\nVictory of Samothrace.\\n1\\nBarye.\\nBarye.\\nDelia Robbia.\\nDonatello.\\nDonatello.\\nDonatello.\\nBarye.\\nBarye.\\nMichel Angelo.\\nDelia Robbia.\\nHunt.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0199.jp2"}, "200": {"fulltext": "114 SCHOOL SANITATION AND DECORATION\\nDavid Mercie.\\nWashington Houdon.\\nIn Relief\\nChariot Race (starting).\\nTriumph of Alexander.\\nChoir Boys with Scroll Delia Robbia.\\nAngels bearing Wreaths Ghilberti.\\nVictory untying Sandals.\\nHigh School Grades\\nIn the Round\\nHermes of Olympia.\\nApollo Belvidere.\\nVenus Milo.\\nSophocles.\\nNarcissus.\\nHomer, of Naples.\\nZeus Atricoli.\\nLorenzo de 1 Medici\\nDavid\\nIn Relief\\nVictory dedicating a Trophy.\\nBacchante (with arm above head).\\nApollo and the Muses.\\nAngels with Musical Instruments Donatello.\\nSections of the Parthenon Frieze.\\nMichel Angelo.\\nMichel Angelo.\\nOTHER BEAUTIFUL OBJECTS\\nVASES\\nVases are of two sorts those which are for use, and\\nthose which exist for their own sake only, like beauty.\\nVases of the first sort must be appropriate to their\\nuses. Vases of the second sort have no excuse for\\nbeing if they are not beautiful in form, or beautiful in", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0200.jp2"}, "201": {"fulltext": "H\\ni\\ng\\nM\\nz\\nH\\nr.\\nG\\n70\\nX\\nJfl\\nH", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0201.jp2"}, "202": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0202.jp2"}, "203": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0203.jp2"}, "204": {"fulltext": "PLATE XXIX.\u00e2\u0080\u0094 (i) TWO FLOWER VASES AND AN ORNAMEN-\\nTAL JAR. (2) TWO FLOWER VASES AND A JAPANESE\\nFIGURE.\\nAll inexpensive objects, each excellent in its place.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0204.jp2"}, "205": {"fulltext": "SCHOOLROOM DECORATION 115\\ncolor, or both. These are the vases par excellence.\\nFor a choice vase of this sort a Greek would give a\\nscore of slaves, a Roman barter an estate, and an Eng-\\nlish nobleman pay five thousand pounds. To produce\\nsuch a vase a Chinese potter would give his life.\\nThis is not the place to treat even suggestively what\\nconstitutes beauty in vase forms, but after observing\\nfor several years the character of the bric-a-brac often\\ncollected by well-meaning persons, one is tempted to\\ndefine negatively the more obvious features of a beauti-\\nful vase.\\n1. A vase with excrescences upon the surface, clay\\nroses and the like, which break up the contour lines, is\\nnot good.\\n2. A vase with naturalistic flowers painted upon the\\nsurface in brilliant colors and gold is to be avoided.\\n3. A vase with a scalloped or waved lip is bad.\\n4. A vase with a rough granulated surface which\\ncatches the dust, and reduces the surface to a dull\\nlustreless finish is not desirable.\\n5. A vase with ugly proportions and loose unrefined\\ncurves is bad. What constitutes good proportion and\\nrefined curvature may not be stated off hand, but one\\nmight say that equality in the measures of dissimilar\\nparts is unpleasing (for example, length of neck and\\nlength of body, width of lip and width of body, width\\nof body and width of base), and that as a rule circular\\nand irregular or broken curves in the contour are not\\nbeautiful. For illustrations of beautiful vase forms, see\\nPlates XXIX, XXX, and XXXI. Notice the subtle\\nproportions, the temperate and refined curves, the ex*\\nquisite play of light over the glowing surfaces.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0205.jp2"}, "206": {"fulltext": "Il6 SCHOOL SANITATION AND DECORATION\\nWhen purchasing vases for decorative purposes re-\\nmember that one beautiful thing is worth more than\\nany number of commonplace things. It is the habit\\nof some to buy one little bit of pottery because it is\\npretty and cheap, and another for the same reason, and\\nanother, because they cannot afford to purchase more\\nexpensive things. Presently the room becomes clut-\\ntered, and the price paid for the bewildering collection\\nis greater than the cost of some really beautiful treasure\\nsome exquisite vase which is in itself almost enough\\nto furnish an apartment with beauty.\\nProfessor Morse of Salem has said that a Japanese\\nnobleman would never think of crowding his walls with\\npictures or his stands with vases that is pure osten-\\ntation, as inartistic as it is vulgar. He has his collec-\\ntion of treasures from which he selects a picture or a\\nvase, according to his mood, and places it in the best\\npossible light where his friends and himself can enjoy\\nits beauty to the full. When another is to be enjoyed,\\nthe first is returned to its place in the cabinet. We\\nhave much to learn from the Japanese not quantity,\\nbut quality should be the standard not how much clay\\nand pigment for the money, but how much loveliness.\\nIf the first vase selected is tall and stately, let the\\nnext be of a different form and of some harmonizing\\ncolor. If the vases are to be placed side by side, each\\nshould enhance by contrast the beauty of its compan-\\nion, like a handsome and noble man by the side of a\\nqueenly woman each the other adorning. Plates\\nXXIX, XXX, and XXXI show several simple groups of\\nvases arranged by Mr. Bunkio Matsuki of Tokio and\\nBoston, who has done so much for art instruction in", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0206.jp2"}, "207": {"fulltext": "PLATE XXX. THE SACRED LILY FITLY SET.\\nThe vase an object of use, primarily, but a thing of beauty because in perfect\\nharmony with other objects in the group.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0207.jp2"}, "208": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0208.jp2"}, "209": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0209.jp2"}, "210": {"fulltext": "PLATE XXXI. AN OBJECT OF BEAUTY.\\nOne such object is more desirable as a piece of decorative furnishing than a\\ndozen cheap, inartistic things.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0210.jp2"}, "211": {"fulltext": "SCHOOLROOM DECORATION 117\\nAmerica through his active interest in our public schools.\\nThese groups will richly repay careful study they are\\nnot the work of an amateur. The Japanese have prac-\\nticed the grouping of objects until they are as sensitive\\nto balance of mass, contrast of hue, and harmony of\\ncolor as we are to heat and cold.\\nTILES\\nColored tiles are suitable for schoolroom decoration\\nbecause of their beauty and durability, and especially\\nbecause by means of them the color of the room may\\nbe enriched.\\nAn ancient Persian tile is quite as marvellously col-\\nored, in its way, as a rare Persian rug some of the\\ntiles of the Moors are wonders of design and color, to\\nsay nothing of their purely technical qualities and an\\nold Dutch tile is as quaint as the peasants of Maarken\\nand as lovely as the sky over the North Sea.\\nIn recent years the art of tile-making has been re-\\nvived in America with conspicuous success. Tiles of\\npretty pattern and of exquisite color may be had at\\nreasonable prices from the stores of any first-class\\nmanufactory. Tiles group well with vases because\\nwhile harmonizing in kind they vary in pattern and\\nqualities of surface and contrast sharply in line.\\nPlate XXXII shows half-tone reproductions of water-\\ncolor drawings of groups, showing the effective use of\\ntiles as decorative material.\\nTo describe a beautiful tile, that a novice may be\\nguided in selecting, is even more difficult than to de-\\nscribe a beautiful vase. About all that can be said\\nis", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0211.jp2"}, "212": {"fulltext": "Il8 SCHOOL SANITATION AND DECORATION\\n(i) Avoid, as a rule, all tiles with figures in high\\nrelief.\\n(2) Reject those which attempt the naturalistic rep-\\nresentation of flowers, butterflies, etc.\\n(3) Do not purchase, even at a bargain, tiles which\\nare ugly in pattern or inharmonious in color. Such\\nthings cost too much even when acquired as gifts. 1\\n(4) Do not purchase a number of small tiles put\\nthe money into one or two large beauties, which have\\nsufficient dignity to stand alone, so to speak, without\\ngiving the impression of being pieces of something.\\nVASES FOR FLOWERS\\nVases which are to serve as receptacles for flowers\\nare primarily objects of use their office is subordinate,\\nthey no longer hold first place, hence they should have\\ncertain well-defined characteristics.\\n1. A vase for flowers should be stable, able to stand\\nsecurely upon its feet, and that without being ballasted\\nwith sand as in the days of our great-grandmothers.\\n2. It should have a form which does not interfere\\nwith its use. Here are illustrations of forms adapted to\\nvarious kinds and groups of flowers.\\n3. It should have a color which will harmonize with\\nthe colors of flowers either by analogy or contrast. A\\nclear glass or a delicately tinted glass is always safe, for\\n1 A word might be added as to the acceptance of gifts for the school-\\nroom. The subject is a delicate one. Gifts of money are preferable, that\\nwith it persons of good taste in art matters may purchase right things.\\nTo forestall the necessity of accepting and hanging anything and every-\\nthing, the school committee might make a rule that no work of art is to be\\naccepted for schoolroom decoration without the approval of a committee\\nof three competent persons, one a teacher.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0212.jp2"}, "213": {"fulltext": "PLATE XXXII.- ILLUSTRATIONS OF THE EFFECTIVE USE OF\\nA FIGURED TILE IN A DECORATIVE GROUP.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0213.jp2"}, "214": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0214.jp2"}, "215": {"fulltext": "SCHOOLROOM DECORATION\\n119\\nits color is modified by whatever is placed within it. As\\na rule, the brilliantly colored vases are to be avoided, for\\ntheir colors vie with those of the flowers themselves.\\n4. It ought not to be necessary to add that a flower\\nvase should not itself be obtrusively decorated with\\nflowers. It is not the province of art to rival nature.\\nNo flowers modeled in clay, no painted representation\\nof a flower, though outlined with gold and set with jewels,\\ncan for a moment compete successfully with any flower\\nof the fields.\\nFig. 17. Vases for Flowers.\\nFLOWERS\\nNothing, except a charming teacher, adds so much\\nto the cheerfulness and beauty of a schoolroom as a few\\nfresh flowers at the window or in a vase upon the teacher s\\ndesk.\\nA window garden may be simply a tray to fit the win-\\ndow stool and containing a group of potted plants, or it\\nmay be a water tight box filled with earth, a veritable\\ngarden in miniature. In either case it will require con-", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0215.jp2"}, "216": {"fulltext": "120 SCHOOL SANITATION AND DECORATION\\nstant care, of the sort which few if any janitors will or\\ncan bestow. How do you manage to have such beau-\\ntiful plants always in blossom once asked a teacher of\\nanother; my plants won t bloom. I love mine so,\\nwas the reply, that they can t help blooming for me.\\nLove, no doubt, would be found to be in the final analy-\\nsis the secret of the success of the window garden.\\nAn aquarium is not to be despised as a piece of deco-\\nration, especially for the lower grades. Its color is\\nfresh and its life makes a living picture ever full of in-\\nterest. 1\\nBouquets of flowers for the teacher s desk need not\\nbe the round-headed, Joseph s-coat-like clumps so popu-\\nlar in the extremely rural districts. If masses of flowers\\nare desired, let the flowers be of one kind, or at most of\\ntwo contrasting kinds, arranged not in a compact head,\\nbut loosely, to show the characteristic lines of growth\\nwhich are often quite as charming as the flowers them-\\nselves. The rough sketches on page 119 will be sug-\\ngestive. The vase as well as the flowers should be\\nconsidered in any arrangement the lines of one will\\nsupplement or complement the lines of the other, that\\nboth together may compose a mass, in which line, text-\\nure, and color will combine to produce a beautiful whole.\\nPlates XXXIII to XXXVI inclusive are from photo-\\ngraphs taken by Professor Clarence Moores Weed of\\nthe New Hampshire College of Agriculture at Durham\\nfrom flower arrangements of his own, will help establish\\nideals of good form. Such a book as Japanese Flower\\n1 For suggestions for making an aquarium see Teachers Leaflets No. II,\\nby Mary F. Rogers. Published April, 1898. College of Agriculture, Cor-\\nnell University, Ithaca, N. Y.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0216.jp2"}, "217": {"fulltext": "By permission of Clarence Moores Weed, Durham, N. H.\\nPLATE XXXIII. THE EFFECTIVE USE OF THE JARDINIERE.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0217.jp2"}, "218": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0218.jp2"}, "219": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0219.jp2"}, "220": {"fulltext": "By permission of Clarence Moo res Weed, Durham, jY. H.\\nPLATE XXXIV. AN APPROPRIATE VASE FOR A SINGLE\\nPLANT, TO DISPLAY BEAUTY OF FORM IN LEAF,\\nSTEM, AND BLOSSOM.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0220.jp2"}, "221": {"fulltext": "SCHOOLROOM DECORATION 121\\nArrangement, by Josiah Conder, will show to what\\nextent the science of arrangement may be carried, and\\nwill yield the thoughtful reader rich returns.\\nBut after all has been said, the fact remains that\\nbeauty will not come by prescriptions. A person of\\nartistic temperament and training will produce an artistic\\nroom. Happy is that school board which has in its em-\\nploy a teacher whose presence creates beauty. She is\\nmore precious than rubies. Her ways are ways of\\npleasantness, and all her paths are peace. She is a tree\\nof life to them that are under her instruction, and happy\\nare they that retain her.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0221.jp2"}, "222": {"fulltext": "CHAPTER VIII\\nTHE OLD COUNTRY SCHOOLROOM\\nIn out-of-the-way corners of the country and else-\\nwhere .are still to be found the little old-fashioned\\nschoolhouses of uncertain age, where the fathers and\\ntheir fathers for many generations have fought the\\ngood fight and laid hold on education. Many of these\\nweather-beaten structures are rather picturesque, with\\ntheir much-climbed trees and worn-out yards. 1 But\\nwithin, they are often forlorn and ugly. The young\\nwoman fresh from the Normal School, with her high\\nideals gathered from the model schoolrooms of her\\nAlma Mater, looks at the begrimed and falling ceiling,\\nat the dingy walls with their unsightly cracks, at the\\ndusty rough blackboards, at the unwashed windows, the\\nweather-stained and tattered curtains, at the battered\\nand incised desks, the coarse floor with knots and nail-\\nheads in high relief what wonder that she longs to\\nbe promoted to a village school with modern furnish-\\nings\\nBut some of these ills can be cured, and therefore\\nneed not be long endured. Indeed, it is just possible\\nthat the room contains unsightly elements in the form\\n1 For improving the yard, see suggestions in Bulletin No. 1 60, by L. H.\\nBailey. Published January, 1899. Cornell University Agricultural Experi-\\nment Station, Ithaca, N. Y.\\n122", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0222.jp2"}, "223": {"fulltext": "P^I\\nIB fl\\nI\\nJ\\nBy permission of Clarence Moores Weed, Durham, N. H.\\nPLATE XXXV. VASES APPROPRIATE TO THE FLOWERS THEY\\nHOLD, BOTH IN FORM AND COLOR.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0223.jp2"}, "224": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0224.jp2"}, "225": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0225.jp2"}, "226": {"fulltext": "By permission of Clarence Moores Weed, Durham, N. H.\\nPLATE XXXVI. A WELL PLACED FLOWER.\\nThe vase echoes, reversed, the form of flower and seed pod, and contrasts\\nstrongly with the leaves, both in form and texture.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0226.jp2"}, "227": {"fulltext": "THE OLD COUNTRY SCHOOLROOM 123\\nof decorations, which may be eliminated at once. Are\\nthere advertising cards and cheap chromos pasted or\\ntacked upon the wall, or bouquets of dried grasses and\\ntissue paper flowers Are there old discolored maps,\\nfaded prints of educators and authors, examples of\\npupils work, wilted and dust-covered\\nThe maps and the notables should be put into the\\ncloset for possible future reference, and all the rubbish\\nshould be burned.\\nA scrubbing party may now be organized and the\\nroom cleaned thoroughly from ceiling to floor, then, if\\nnothing more satisfactory can be done, any mason can\\nbe hired to whitewash the walls. But before resorting\\nto so extreme a measure as pure whitewash, one may\\nthink a bit. A tinted kalsomine will cost but little if\\nany more than whitewash. Consider the color of the\\nwoodwork. It may not be so bad, now that it has been\\ncleansed, and if it is rather too bad after all, possibly\\nthe school committee man, now that he has discovered\\na teacher who means business, would be willing to have\\nthe woodwork painted a single coat, not much different\\nin color from the old, perhaps, but sufficient to give the\\nroom a fresher look. A tint may be selected for the\\nwalls, similar to the color of the woodwork, but lighter,\\nand by adding white to the wall tint, a more delicate\\ntint for the ceiling may be produced. The old black-\\nboards shall be kept as tidy as possible surface clean,\\nchalk trays swept and the whole room shall be swept\\nand dusted every day.\\nThe windows may be furnished as follows procure\\nfor each window cambric of the right size and color to\\nmake a curtain three inches wider and three inches", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0227.jp2"}, "228": {"fulltext": "124 SCHOOL SANITATION AND DECORATION\\nlonger than the opening, a thin flat strip of wood equal\\nto the width of the curtain, a round stick of the same\\nlength, and a cord twice as long as the curtain. Find\\nthe middle of this cord and fasten it by a single tack\\nto the middle of the lower edge of the window cap.\\nNow tack one end of the\\ncurtain to the thin flat strip\\nand the other end to the\\nround rod and, folding the\\ncurtain over the flat stick\\nto cover it, fasten the stick\\nto the window cap, taking\\ncare to have one part of the\\ncord fall behind the curtain\\nand one part in front of it.\\nThe curtain may now be\\nrolled up upon the round\\nrod, and fastened at any\\ndesired height by tying the\\ncords. One or two flower-\\ning plants, geraniums are\\nhardy and cheerful,\\nplaced upon the window\\nstool, and grouped prettily,\\nwill complete the transfor-\\nmation.\\nUpon the teacher s desk shall stand a clear glass\\ntumbler or a simple vase of some sort, filled daily with\\nfresh water. There shall be kept the daily offering of\\ncut flowers. Not a collection of them, not a confused\\nbunch of all colors, but a few of one kind only at a time,\\narranged to show their graceful forms and pure colors to\\nFig. 18. An Attractive\\nWindow.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0228.jp2"}, "229": {"fulltext": "THE OLD COUNTRY SCHOOLROOM 125\\nthe best advantage. The children will be glad to help\\nfurnish them, and at the close of the session to take\\nthem to their little friends who happen to be ill at home.\\nA piece of denim, green gray, or some other soft color,\\nstretched over a tablet of thin boards, may be fitted into\\nsome narrow space between the window and a door, or\\nelsewhere, to serve as a bulletin board for the display of\\nexcellent work or reference material. Hereafter such\\nthings shall not be tacked along the top of the black-\\nboard, nor hung upon lines like washing.\\nFor wall pictures, one must have the best or none.\\nThe teacher may have a beautiful picture of her own, a\\nphotograph from some famous old master, that might be\\nloaned to the school for a few clays. Movements might\\nbe started to secure by subscription or otherwise one or\\ntwo beautiful things. During the five years prior to\\n1897 works of art were procured for schools in more\\nthan seventy cities and towns in Massachusetts at a\\ntotal cost of nearly twenty thousand dollars, and yet\\nnone of this money came from the public funds it was\\nraised through the activity of teachers and others inter-\\nested in more beautiful schoolrooms, raised by subscrip-\\ntion, by contributions, by means of entertainments given\\nby school children. Where there s a will there s a way.\\nIt may be that in the town lives some rich person who\\nwill gladly give a fine photograph or a cast, and who\\nneeds but an invitation.\\nBut suppose such things cannot be had. An old\\npicture frame may be found, scraped, rubbed down with\\noil or shellac, a glass fitted into it, and a back made,\\nwhich may be removed easily. A full-page engraving\\nfrom a magazine, a half-tone reproduction, a Japanese", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0229.jp2"}, "230": {"fulltext": "126 SCHOOL SANITATION AND DECORATION\\nprint, an unmounted photograph, such pictures any-\\nbody can procure in these days, these may be\\nmounted on gray cards of uniform size to fit the frame,\\nand each displayed for a day or two, or a week or more.\\nIn any event the teacher should decree that nothing\\nbut beautiful things shall be hung upon the walls.\\nBetter bare walls than debased and debasing art bet-\\nter nothing in the way of decoration than decoration\\nwhich is worse than nothing. The following list may\\nprove useful to the country teacher who wishes to be\\nable to name one desirable work of art, and then an-\\nother and another, as interest increases\\nCaritas Abbott Thayer.\\nFeeding Her Birds Millet.\\nMadonna of the Chair Raphael.\\nLion (cast) Barye.\\nA Cathedral, Notre Dame, Canterbury, or Amiens.\\nThe Aurora Guido Reni.\\nPaysage Carot.\\nAutomedon Regnault.\\nA Bambino (cast) Delia Robbia.\\nSir Galahad Watts.\\nOld Temeraire Turner.\\nInfant St. John (cast) Donatello.\\nMake a bold beginning and believe in your ultimate\\nsuccess in securing what you want for the children.\\nAs garment draws the garment s hem,\\nMen their fortunes bring with them.\\nBy right or wrong\\nLands and goods go to the strong\\nProperty will brutely draw\\nStill to the proprietor\\nSilver to silver creep and wind,\\nAnd kind to kind.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0230.jp2"}, "231": {"fulltext": "CHAPTER IX\\nSCHOOL CHILDREN\\nIt cannot be too clearly understood that the function\\nof education is to prepare the child for his life-work, and\\nthe true test of the value of an educational course lies\\nin whether it fulfills this end. In order that this prepara-\\ntion may be complete, the physical side of the child s\\nnature must be embraced within its scope, as well as\\nthe mental and moral sides. By the physical side is\\nnot meant necessarily physical culture alone, but the\\ngeneral hygiene of the child, including the care of the\\nbody and the protection against various diseases com-\\nmon to school children. From the time that a child\\nenters the schoolhouse he is subject to its influence.\\nIf the school seats and desks are not right, he is likely\\nto be afflicted with spinal curvature or some other de-\\nformity. If the lighting is defective, his eyes are almost\\nsure to suffer. If the building is in a noisy neighbor-\\nhood, the result will be evident on his nerves. If the\\nsanitary condition of the school is not good, he is subject\\nto the dangers of some of the infectious diseases that\\ncome from unsanitary conditions. Furthermore, if a\\nproper supervision is not kept of the children them-\\nselves as to their cleanliness and freedom from disease,\\nhe is again subjected to the dangers common to school\\nlife. So that from the moment of the opening of the\\n127", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0231.jp2"}, "232": {"fulltext": "128 SCHOOL SANITATION AND DECORATION\\nschool, the greatest care should be taken to have all of\\nthese factors which tend to exert an unhealthful influence\\nupon the child reduced to a minimum.\\nAt conventions and teachers meetings much time is\\nspent discussing the sequence of studies, the proper age\\nor grade in which arithmetic, or geography, or grammar,\\nmay be taught the child with best results and yet until\\nwithin the last few years almost no attention has been\\ngiven to the physical and sanitary side of school life.\\nIn regard to physical culture itself, in many towns\\ngymnastics has been too much the fad, and much more\\nattention has been given to physical culture than to all\\nother departments of the school together. In a few\\ninstances, however, teachers have become interested in\\nthe sanitary welfare of the school, and have attempted\\nto carry out much-needed reforms but as far as con-\\ncerted thought and action are concerned, little time has\\nbeen devoted to the sanitary conditions of schools. The\\nteachers have been allowed to shift about for themselves.\\nBad effects are the results of this, as are seen throughout\\nthe United States, in the proportion of bad eyes, curved\\nspines, and otherwise crippled bodies which too often\\nmark the public school pupil. However, there have\\nbeen waves of reform spreading throughout the teach-\\ning fraternity, and it is only hoped that these waves will\\nbecome tidal.\\nTo return to the child himself. It has been found in\\nmany instances that teachers have been misunderstand-\\ning some of their pupils, as they have perhaps thought\\na boy to be dull and stupid, while in reality he could not\\nhear distinctly the questions put to him or perhaps he\\ncould not see the blackboard or the page of the book, on", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0232.jp2"}, "233": {"fulltext": "SCHOOL CHILDREN 1 29\\naccount of some trouble with his eyes. If such defects\\ncan be discovered and made known to the teacher, such\\npupils could be favored. For example, one that is\\nslightly hard of hearing could be given a front seat,\\nor one with defective eyes could be provided with\\nglasses, or placed in a better light, or given a seat ena-\\nbling him to see the blackboard. Thus it may be seen\\nthat the arrangement of the children in the room is a\\nmatter of vital importance, especially to those children\\nwho are suffering from defects of one or more of the\\nsenses. By favoring individual cases it is possible for\\nthe teacher to bring out pupils who up to that time had\\npassed as stupid, and had been subject to ridicule by\\ntheir classmates. Laughter from other pupils at sup-\\nposed mistakes, which were mistakes only because of\\nthe inability of the child to understand the question,\\nnaturally would tend to make such a one withdraw\\nwithin himself and become habitually silent. A little\\nattention on the part of the teacher to such cases will\\noften develop a remarkably bright pupil who otherwise\\nwould be allowed to remain in the same grade for sev-\\neral terms as incapable of advancement.\\nIt is not the intention to give the idea that all cases\\nof stupidity or dullness are due to these causes, for it is\\nonly too well known that there are many boiia-ftde in-\\nstances of weak minds among the pupils in our public\\nschools.\\nIn regard to regulation of the school work, the teach-\\ners have their work usually planned for them. They\\nare given a certain amount of ground to cover. They\\nmust use individual discretion, however, in working their\\npupils, taking care not to force the whole class in order\\nK", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0233.jp2"}, "234": {"fulltext": "130 SCHOOL SANITATION AND DECORATION\\nto make them keep up with one or two exceptionally\\nbright children. It is far better to hold the quickest\\nones back, or perhaps put them in a higher grade, than\\nto attempt to push beyond their capacity a whole class\\nof average ability. Much injury can be done by this\\nprocess of forcing, and care should be exercised on the\\npart of the teacher to accommodate the work to the\\ncapabilities of the age, sex, and individual weaknesses\\nof her flock.\\nMost school children are quite incapable of looking\\nafter their own health. As a rule, they do not under-\\nstand the importance of good ventilation, hygienic furni-\\nture, and cleanly habits so that everything must be\\ndone to save them from physical harm while in school.\\nAnd yet, as seen in Chapter V, there are many diseases\\nbrought about in pupils owing to defective furniture.\\nThe seats and desks, if not the proper height from the\\nfloor and distance from each other, tend to bring about\\nbodily deformities that cling throughout life.\\nPhysicians have made a special study of these school\\ndeformities, among the most common of which is curva-\\nture of the spine.\\nSPINAL CURVATURE\\nThe fact appears to be clearly established that nearly\\nall cases of spinal curvature can be directly traced to\\nschool life. It is almost never an inherited trouble. Of\\nthe 23,293 children born in a Paris maternity hospital,\\nonly one was affected with this deformity. Eulenberg\\ncites some very interesting statistics as to the age at\\nwhich lateral curvature of the spine originates, his re-\\nsearches covering a thousand cases.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0234.jp2"}, "235": {"fulltext": "SCHOOL CHILDREN\\n131\\nCases.\\nPer cent\\n5\\n.50\\n21\\n2.IO\\n9\\n.90\\n10\\n1. 00\\n33\\n3-30\\n216\\n2I.6o\\n564\\n56.4O\\n107\\n10.70\\n28\\n2.80\\n7\\n70\\nBefore the second year\\nBetween second and third years\\nBetween third and fourth years\\nBetween fourth and fifth years\\nBetween fifth and sixth years\\nBetween sixth and seventh years\\nBetween seventh and tenth years\\nBetween tenth and fourteenth years\\nBetween fourteenth and twentieth years\\nBetween twentieth and thirtieth years\\nThis table shows that 95.8 per cent of this one thou-\\nsand cases originated between the ages of four and\\ntwenty, and 92 per cent between the ages of five and\\nfourteen. The sex of the child seems to have some in-\\nfluence upon predisposing to this lateral curvature, for\\nthere are about four times as many cases occurring in\\nfemales as in males.\\nPosterior curvature or round shoulders is a spinal\\ndeformity brought about by the children remaining in\\nfaulty positions, such as stooping forward over a desk,\\nor bending over their books, or by the use of an im-\\nproper seat which causes the spinal column to sag\\nbetween the two points of support. Aside from detract-\\ning much from the personal appearance, such deformity\\nis unfortunate because it impedes respiration and other\\nfunctions. To prevent these deformities so common in\\nschool, the following points may be noted\\nFirst, the pupil should be furnished with a desk of\\nproper height, but not so high that the right arm and\\nshoulder must be raised in writing. Place the desk\\nclose enough to the pupil that he may not be compelled\\nto lean forward in using it. The seat must be of the", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0235.jp2"}, "236": {"fulltext": "132\\nSCHOOL SANITATION AND DECORATION\\nproper height and shape, and the back rest must support\\nthe spine where this support is needed.\\nSecond, if the child is subjected to any duty for a pro-\\nlonged period, even if properly seated, there is danger of\\nphysical injury, therefore the teacher should allow fre-\\nquent pauses to rest the eyes and the brain, and if possi-\\nble by active play enable the muscular system to rectify\\nany tendency to deformity.\\nFig. 19. Distorted Position caused by a High Desk.\\nThird, the faulty slope of the characters in the child s\\ncopy-book, the faulty positions of the book itself, often\\nlead the pupil to twist himself into vicious postures. In\\nnearly all instances in which it has been possible to com-\\npare the positions of those pupils using the vertical sys-\\ntem of writing and those using the sloping system, the\\nbest position is assumed by the vertical writer.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0236.jp2"}, "237": {"fulltext": "SCHOOL CHILDREN 133\\nFourth, the child should never be kept standing long\\nat a time. For when tired, he will assume a faulty posi-\\ntion which may finally produce curvature of the spine.\\nChorea, or St. Vitus dance, is a disease common to\\nschool children. Every teacher should be able to rec-\\nognize the jerky twitchings, the shuffling of feet, the\\ncontortions and twitching of eyelids, which characterize\\nthe disease. Children suffering from it require a pro-\\nlonged rest from school work, and the welfare of the\\nschool demands that severe cases shall be excluded.\\nHysteria assumes various forms and may occasionally\\nsimulate a simple faint or an epileptic fit. It is distin-\\nguished from the former by the absence of the extreme\\npallor of the face and lips which characterize fainting\\nand from the latter by the fact that the hysterical pa-\\ntient is usually not completely unconscious, as is shown\\nby the attempts to attract sympathy and attention and\\nby the flinching which occurs when the white of the\\neye is touched with the point of the finger. The patient\\nshould be treated firmly, though kindly, and not allowed\\nto attract too much attention.\\nDefects of hearing are more or less common among\\nschool children, and often exist to a degree that inter-\\nferes with the progress of the pupil, and yet this defect\\nmay not be suspected by parents, teachers, or by the\\npupils themselves. The cause of deafness in children\\nin many cases may be traced back to a previous case\\nof scarlet fever or measles, and a few cases are found\\nwhere the ear had been severely boxed or pulled, thus\\ncausing the drum-head to be ruptured or strained, with\\nconsequent deafness. Some cases have been caused by\\ncold water passing from the mouth up into the drum", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0237.jp2"}, "238": {"fulltext": "134 SCHOOL SANITATION AND DECORATION\\nthrough the Eustachian tube, while the child was bath-\\ning. Diphtheria, whooping cough, and mumps also some-\\ntimes affect the hearing of the child. An examination\\nof 5902 school children by a celebrated Berlin aurist\\nshowed that 1392, or 23.6 per cent., had defective or dis-\\neased ears. While all of the deformities and diseases just\\nmentioned are of the greatest importance, because of their\\nuniversal prevalence, there is no group of disorders so\\nvitally important as those diseases classed as contagious\\nand infectious.\\nCONTAGIOUS DISEASES\\nUndoubtedly the public schools often serve as a\\nmedium for spreading communicable diseases. With-\\nout a medical inspection of the school children, it is\\nnext to impossible to rid the public schools from very\\nserious dangers. These diseases may arise in connec-\\ntion with school life, through children suffering from\\nthe early symptoms of a disease, convalescing from a\\ndisease, or perhaps, healthy themselves, coming from\\nhomes in which there is a contagious disease. In the\\nearly stages measles, whooping cough, mumps, scarlet\\nfever, and diphtheria often creep into the schoolroom,\\nand, unless medical inspection is in vogue, it is essential\\nin order to eliminate these cases that teachers and\\nparents should be familiar with the early symptoms, in-\\ndicating these various diseases, and know the length of\\ntime during which these diseases are communicable.\\nDiphtheria is perhaps the most serious of the various\\nschool diseases. But modern bacteriology enables the\\nphysician to diagnose cases of this disease very accu-\\nrately a very few hours after the patient is suspected.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0238.jp2"}, "239": {"fulltext": "SCHOOL CHILDREN 135\\nFurthermore, by means of the same bacteriological\\nmethods it is possible to determine when it is safe to\\nreturn the child to school without danger to the other\\nchildren. The presence of sore throat and feverishness\\nin any pupil would always justify the teacher in sending\\nthe case home with a note.\\nSmall-pox is comparatively rare among school chil-\\ndren. Chicken-pox, on the other hand, is quite common\\nand is apt to appear without any warning other than\\nslight feverishness. The rash comes out in twenty-\\nfour hours, and while at first nothing but pimples, they\\nspeedily become clear vesicles. In many ways chicken-\\npox is difficult for one not an expert to diagnose from\\nmodified small-pox. But the rash in small-pox seldom,\\nif ever, appears on the scalp as it does in chicken-pox.\\nScarlet fever is a very important school disease. It\\nis serious because of the after effects with which it is\\nlikely to leave the child. Any child at school who is\\nsick and has a hot, dry skin, should be sent home im-\\nmediately. If it is scarlet fever, within twenty-four\\nhours a form of red rash appears on the chest, soon\\nbecoming a scarlet blush and spreading to the other\\nparts. It often happens that the disease is so slight\\nthat the pupils may come to school throughout, and\\nfinally be discovered only by the occurrence of the\\ncharacteristic peeling, or dropsy due to chill affecting\\nthe kidneys, which may occur after the mildest cases.\\nMeasles comes on with all the symptoms of a severe\\ncold in the head with an unusual amount of fever. At\\nthe end of seventy-two hours, red blotchy spots appear\\non the face, hands, and other parts. The rapid spread-\\ning of this disease in schools is greatly aided by the", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0239.jp2"}, "240": {"fulltext": "136 SCHOOL SANITATION AND DECORATION\\nfact that it is infectious three or four days before the\\neruption appears.\\nWhooping cough, although oftentimes regarded as an\\ninsignificant disease, is not at all such. Every teacher\\nshould be familiar with the whoop and send home im-\\nmediately any child who has it, or even if the child has\\na cough severe enough to produce nausea.\\nMumps is a disease serious enough to be excluded\\nfrom the schools. It comes on with feverishness and\\npain near the ear, followed by an enlargement of the\\nparotid salivary glands. Any child with a suspicion of\\nit should be sent home.\\nTuberculosis has not usually been given much atten-\\ntion in our public schools, and yet undoubtedly it is at\\nthis period of a person s life that the seed of the disease\\nis sown. It has been quite satisfactorily shown that\\ntubercular infection is caused in the majority of cases\\nby breathing the tuberculous germs that come from the\\ndried sputum that is being blown about in the air as\\ndust. In schools of higher grades, consumptive pupils\\nsit at their desks among other pupils, entirely uncon-\\nscious of danger or wrong to others, and yet themselves\\nare a source of infection to their fellow-pupils. If the\\nsputum be properly disposed of, the presence of a con-\\nsumptive is not dangerous. Only tuberculosis of the\\nlungs should make the exclusion from school impera-\\ntive. In order to have thorough protection against this\\ndisease, there should be strict rules forbidding scholars\\nand teachers spitting upon the floors and insisting upon\\ngreat care against raising dust in the schoolroom. Schol-\\nars with lung diseases should stay away from school,\\nboth in order to avoid endangering their schoolmates,\\nand to hasten their own recovery.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0240.jp2"}, "241": {"fulltext": "Suitable for middle grade room.\\nSubject sugrsrestive treatment ef-\\nfective beautiful in composition of\\nline.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0241.jp2"}, "242": {"fulltext": "luce nausea.\\nnough to be exclud\\nwith feverish\\nihe\\nuite satisfactorily show\u00c2\u00bb\\njat come from the\\ntha\\ni\\nt this\\ncholars\\nisting uj\\n.mooi sbBis slbbim \u00e2\u0096\u00a0io Wttoilj8 om. Schol-\\nia Jnam^a-rt svhta^svs ajasfofwifrom school,\\nlo norJrpoqmoo fir fiitriu^dh^i eV mates,\\n.3nil", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0242.jp2"}, "243": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0243.jp2"}, "244": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0244.jp2"}, "245": {"fulltext": "SCHOOL CHILDREN 1 37\\nIn all of these contagious diseases a period of time\\nelapses between the reception of the infection in the\\nsystem and the beginning of those symptoms which\\ncharacterize the disease. This is called the period of\\nincubation. The following table will give the incuba-\\ntion periods for the more common diseases, although\\nthe figures here given are subject to slight variations\\nDiphtheria from two to seven days.\\nScarlet fever from two to five days.\\nMeasles about eight days.\\nGerman measles from fourteen to twenty days.\\nSmall-pox from ten to twelve days.\\nChicken-pox from thirteen to fourteen days.\\nWhooping cough about six days.\\nMumps from fourteen to twenty-one days.\\nAnother period of great importance in these diseases\\nis the period of infectiousness. This is the length of\\ntime during which the child who has or has had an\\ninfectious disease should be considered dangerous to\\nother children, and therefore should be excluded from\\nschool. In diphtheria, the child should not be read-\\nmitted until the bacteriological cultures indicate the\\nabsence of the diphtheria bacilli from the throat of the\\npatient. This time is usually not less than three or\\nfour weeks. For scarlet fever it is not less than six\\nweeks, or longer than this if the desquamation is not\\ncomplete for measles from two to four weeks for\\nGerman measles not earlier than two weeks from the\\nappearance of the rash. Small-pox is infectious until\\nthe last trace of crust has been cleared from the skin\\nand hair. Chicken-pox is infectious until every scab\\nhas fallen off; mumps until four weeks from the begin-", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0245.jp2"}, "246": {"fulltext": "138 SCHOOL SANITATION AND DECORATION\\nning of the disease, if all swelling has disappeared\\nwhooping cough usually not less than eight weeks.\\nTyphoid fever and malaria may arise from unsanitary\\nconditions about the building, the water supply, or the\\ndrainage. While typhoid fever is not a contagious disease,\\nit is caused by bacterial infection, and precaution should\\nbe taken to protect the water supply from pollution.\\nThe matter of disinfection in schools is quite impor-\\ntant, particularly if there has been a school epidemic.\\nThe old-fashioned method of burning sulphur cannot be\\nwholly depended upon, nor can formaldehyde gas these\\nshould be supplemented by scrubbing the infected room\\nand furniture with some liquid disinfectant. As regards\\nthe disinfection of books, no reliable method has as yet\\nbeen devised, and the safest way is undoubtedly to burn\\nthose books that have been used by the infected pupils.\\nNo other precaution against the various school dis-\\neases, particularly the contagious diseases, is as effec-\\ntive as the medical inspection of teachers and pupils.\\nSanitary inspection has been mentioned in another chap-\\nter in connection with the school building and its sur-\\nroundings, and that is very important. But its effects\\nare not so quickly realized as in the case of the medical\\ninspection. Many look upon these innovations as novel\\nexperiments, instituted by city boards of health for the\\npurpose of giving physicians some pay and little work.\\nThey are not experiments, and no money expended by\\nboards of health in their war against the spread of dis-\\nease is used to better advantage than that spent on\\nmedical inspection. While from the point of view of\\nboards of health the principal function of medical in-\\nspection is to discover cases of contagious disease and", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0246.jp2"}, "247": {"fulltext": "SCHOOL CHILDREN 1 39\\nsend them to their homes before they have done mis-\\nchief, another important service is the discovery of\\ndefects of eyesight and hearing, deformed bodies that\\nneed attention, and other evils that are being started or\\nexaggerated by the school life, which the physicians are\\nable to detect and remedy.\\nMedical inspection of school children has been prac-\\nticed in Boston since November 1, 1894, when it was\\ninaugurated by the chairman of the Board of Health,\\nDr. S. H. Durgin. He describes the operation of the\\nsystem in Boston as follows\\nThe board of health divided the city into fifty districts, giving\\nan average of about four schoolhouses and fourteen hundred pupils\\nto each district. No difficulty was experienced in finding well-\\nqualified and discreet physicians who would undertake the duties\\nprescribed and the board selected and appointed one physician for\\neach district, with a salary of $200 a year. His duty was to make a\\nvisit to each master s school daily, soon after the beginning of the\\nmorning session. The master receives from each of the teachers in\\nhis district early reports as to the appearance of illness in any pupil\\nin his charge. These reports are given to the visiting physician,\\nwho at once examines the reported children, and makes a record of\\nhis diagnosis and action in books furnished by the board of health\\nfor this purpose, and kept in the custody of the master. If the visit-\\ning physician finds the child too ill, from any cause, to remain in\\nschool, he advises the teacher to send the child home for the obser-\\nvation and care of its parents and family physician. If the illness is\\nfrom a contagious disease, the child is ordered home, and the case\\nreported to the board of health. The disposition of the sick child\\nwhile at home and the proper isolation in cases where contagious\\ndiseases develop in such children, as well as giving them a warrant\\nfor returning to the school, depend principally upon the report of\\nthe school inspector. 1\\n1 Paper read at annual meeting of the Massachusetts Medical Society,\\nJune 9, 1897, by Dr. Durgin.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0247.jp2"}, "248": {"fulltext": "140 SCHOOL SANITATION AND DECORATION\\nAccording to this system inspectors are not allowed\\nto give professional advice or treatment in any case,\\nwith one exception, and great care is necessary to avoid\\ngiving offense to the family physician. This one excep-\\ntion is in connection with pediculosis, which was found to\\nbe so prevalent throughout the schools, existing in one\\ninstance to the extent of nearly 80 per cent of scholars\\nin one building. The board of health did recommend\\nan economical wash or remedy for this trouble, but not\\nwithout some friction on the part of families whose\\nchildren had to be advised to use it. Obviously, medi-\\ncal inspection requires the thoughtful cooperation of\\nthe teachers, and a generous amount of tact on the part\\nof the inspectors.\\nIt cannot be expected that the teachers will be phy-\\nsicians. But they are not required to do much expert\\nwork. It is a comparatively simple matter for the\\nteacher to recognize an ailing pupil, and it is not a\\nmatter of much time to report the same to the principal\\nor to the inspector, as the rules may require.\\nThat the system is very effective may be shown by\\nthe following figures\\nFor the fourteen months from November 1, 1894, to\\nDecember 31, 1895, in Boston, 16,790 children were\\nreported by the teachers and examined by the medical\\ninspectors. Of these, 6035, about 36 per cent, were\\nfound to be not sick 10,737, the other 64 per cent, were\\nill. Of these, 2041, or 19 per cent, were sick enough to\\nbe sent home. About 22 per cent of these sick ones\\nwere sent home, or 2.7 per cent of the total number\\nexamined proved to be cases of infectious disease,\\nspecifically as follows", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0248.jp2"}, "249": {"fulltext": "SCHOOL CHILDREN\\n141\\nDiphtheria\\n77\\nScarlet fever\\n28\\nMeasles\\n116\\nChicken-pox\\n28\\nMumps\\n47\\nWhooping cough\\n33\\nPediculosis\\n69\\nScabies\\n47\\nCongenital syphilis\\n8\\n453\\nIn 1895, 8964 scholars were examined; 11 56, over\\n12 per cent, were sent home; and 23 per cent of those\\nsent home, or 2.9 per cent of those examined, were\\ncases of infectious disease.\\nNew York has also had successful experience with med-\\nical inspection. The board of health there started out\\nwith a few explanatory lectures to the inspectors, giving\\nthem an outline of the scope and purpose of the work.\\nAs outlined, the duty of each school inspector is to\\nvisit his round of schools at nine o clock every morning\\nduring the session. Upon assembling in the morning\\nevery child who appears to be ill, or who presents him-\\nself for the first time after being absent, is sent to a\\nspecial room where he is inspected. If found attacked\\nby an infectious or contagious disease, or not fully re-\\ncovered from one, the inspector sends him home with a\\nnote to that effect, and at the same time he is obliged\\nto inform the board of health of the fact. In addition\\nto the school inspectors, New York has a number of\\nphysicians whose duty it is to examine all applicants\\nfor teachers in the public schools. New York City\\nappropriates $47,500 for the establishment of a special\\ncorp of medical inspectors.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0249.jp2"}, "250": {"fulltext": "142 SCHOOL SANITATION AND DECORATION\\nOn June 7, 1898, the Philadelphia bureau of health\\npassed the resolution that the medical inspector be\\ndirected to have the fifteen assistant medical inspec-\\ntors visit one public school each day in their respec-\\ntive districts, and inspect each school according to\\nthe methods employed in Boston, New York, and\\nChicago.\\nSt. Louis availed herself of an opportunity to study\\nthe system by having a volunteer inspection of ten of\\nthe public schools made under the auspices of the Medi-\\ncal Society of City Hospital Alumni, from October 10\\nto December 25, 1898. The inspections were made by\\nmembers of this society. In that sixty days trial nearly\\none-half of the dismissals were due to cases of acute in-\\nfectious disease.\\nIn Boston, fifty inspectors are employed at a salary of\\n$200 each. In New York, one hundred and forty-nine\\nat $300. In New York, however, the corporate, private,\\nand parochial schools are included in the inspection, and\\nshould be in order to make it a thorough preventive\\nmeasure.\\nIn studying the reports on the result in various cities,\\nBoston, New York, Chicago, and St. Louis, it is found\\nthat about one pupil in every ten has some ailment\\nand that one-tenth, sometimes as high as one-third of\\nthose sick, should be sent home, either because they\\nwere too ill to be in school themselves, or because they\\nendanger the health of others. From .3 to .7 per cent\\nof these sent home have been suffering from some form\\nof contagious disease.\\nOut of the total morbidity in Boston schools, more\\nthan 4 per cent in 1895 were acute infectious diseases,", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0250.jp2"}, "251": {"fulltext": "SCHOOL CHILDREN 143\\nnearly 3 per cent in 1896, and nearly 6 per cent in 1897.\\nIn New York, between March 29 and July 1, 1897, over\\n10 per cent of those sent home were in this class that\\nis, they were menacing other pupils.\\nThe experience in Chicago would indicate that if the\\ninspection service is limited, what there is should be\\napplied to old buildings, for in them the larger num-\\nber of ill pupils always have been found. Chicago\\nadopted medical inspection about two years later than\\nBoston, and the health commissioner says, in regard to\\nits results there, that he knows of no other single line\\nof effort in which his scanty force of inspectors has en-\\ngaged that has been of more obvious and direct benefit\\nto the community in general, as well as to the school\\nchildren themselves.\\nThe examples here given are all taken from the large\\ncities, and the question naturally arises Is such a sys-\\ntem feasible in the small cities and in the towns\\nThere have been various expressions of opinion with\\nregard to this. However, if we take one of the school\\ndistricts in a large city like Boston, it may be compared\\nwith many smaller communities. One school district\\nin Boston has four schools and fourteen hundred pupils.\\nIt. should not be a matter of great difficulty to secure a\\ncompetent physician in such a community who would be\\nonly too glad to have the salary of $200 or thereabouts.\\nIt has been claimed that in the country districts the peo-\\nple are too conservative, that they would not see the\\ngood of such a system to the community as a whole,\\nthat they would not see its value and necessity. But\\nthe general intelligence of the country people has grown\\nand broadened in late years, to a great degree through", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0251.jp2"}, "252": {"fulltext": "144 SCHOOL SANITATION AND DECORATION\\nthe agency of the press and periodicals, and there should\\nbe few communities not ready to adopt a properly planned\\nmedical inspection.\\nThe necessary requisites for the successful establish-\\nment of the system are a board of health vested with\\nauthority, a competent inspector endowed with tact to\\nhandle teachers, parents, and children wide awake\\nteachers who know enough of the principles of sanitary\\nscience to help and not hinder the work of the inspector\\nand an intelligent public opinion to back up the work of\\nthe board of health and its agents.\\nThe medical inspection of school children, when prop-\\nerly conducted, does away with the closing of schools in\\ntimes of epidemics, and must be regarded as the most\\nimportant measure for preventing disease and deformity,\\nand for checking the spread of contagious diseases\\nthroughout school children.\\nMedical inspection has also an educational side, for it\\nserves as a lesson to the children and to their parents\\nas regards what great care is necessary in handling con-\\ntagious diseases. In a few instances parents have ob-\\njected to the inspection of their children at the school,\\nclaiming that it was interfering with their parental du-\\nties. But as a rule parents, teachers, school boards,\\nand city governments unite in praising the system it-\\nself, and expressing great gratification at the results\\nobtained.\\nBoston, after two and a half years of experience with\\nit, reports that the plan is constantly growing in favor\\nwith the medical profession, among the school teachers,\\nand in the community at large.\\nIn regard to the educational value of medical inspec-", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0252.jp2"}, "253": {"fulltext": "SCHOOL CHILDREN 145\\ntion, Superintendent of Schools, W. B. Powell of Wash-\\nington, says 1\\nThe most important argument in favor of medical inspection of\\nschools and school children is the educational benefit it would be\\nto the community at large. Its direct and naturally aggressive ten-\\ndency would be to make knowledge of the common laws of health\\nuniversal, and to create an interest in the study of social life.\\nIntelligence respecting the effects of modes of living on length\\nof life, on happiness of life, and on cost of living is very meager, es-\\npecially among the lower classes of society. The school has reason\\nto know and to understand the disadvantages of this condition, eco-\\nnomically and morally. Knowledge of these subjects would grow\\nrapidly if the school would take hold of the matter purpositively,\\nand would cause people to begin knowledge-getting in experience.\\nMedical inspection would result in giving knowledge of conditions\\nand causes, and would suggest changes in modes of living with rea-\\nsons for the same. These would cause thought and would give in-\\nformation to satisfy the same, which, with the purposive effect induced\\nin the realization of suggestion, would educate in the most effectual\\nway. This experience would create interest which in turn would in-\\nsure further knowledge-seeking by means of reading, attending lec-\\ntures, by inquiry, and in many cases by original investigation and\\nexperiment. Is it not the duty of the school to arouse society to in-\\ntelligent thought on the importance of better modes of life? By no\\nother means can this be done so effectively. Is it not the duty\\nof the school to train people to live better? Is not this the true pur-\\npose of the school The logical place to begin this is with the\\nphysical life of society, the one phase of life that has been the most\\nignored by our educational methods, because least thought about,\\nand, until now, least understood. 1\\n1 Proceedings National Educational Association, 1898, p. 459.\\nL", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0253.jp2"}, "254": {"fulltext": "CHAPTER X\\nINFLUENCE OF SCHOOL LIFE UPON THE EYE\\nIn order to understand the influence of school life on\\neyesight, the following facts relating to the structure of\\nthe eye are important.\\nFig. 20. Vertical Section of the Eyeball.\\n1, Sclerotic; 2, choroid; 3, ciliary muscle 4, cornea; 5, iris; 6, aqueous hu-\\nmor; 7, lens; 8, vitreous humor 9, retipa; 10, optic nerve.\\nThe eye is enveloped throughout the greater part of\\nits circumference by a dense white coat (the sclerotic),\\nthe transparent and more convex cornea enveloping the\\nsmaller moiety in front. (Fig. 20.) Inside the sclerotic\\nis a black vascular layer (the choroid), which serves to\\n146", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0254.jp2"}, "255": {"fulltext": "INFLUENCE UPON THE EYE\\n147\\nabsorb the excess of light, and within this is spread\\nout the delicate mesh-work of the retina, which receives\\nimpressions of light and conveys them to the brain.\\nThe interior of the eyeball is occupied by a transparent\\ngelatinous material in its posterior part, and a watery\\nmaterial in front, between which lies the delicate lens of\\nthe eye, which is capable of being altered in shape by\\nthe action of the minute ciliary muscle. (3, Fig. 20.)\\nFig. 21. Diagram showing Effect of a Biconvex Lens on Rays\\nof Light.\\ni, Focus of parallel rays 2, focus of divergent rays 3, focus of divergent rays\\nbrought nearer by more convex lens.\\nIn the normal eye waves of light coming from a dis-\\ntance are refracted by the passive lens and media of the\\neye, and brought to a focus at the most sensitive part\\nof the retina, without any muscular effort. Thus, vision\\nof distant objects represents rest for the eyes, and ex-\\nertion of its muscles comes into play only for near vision.\\nThe divergent waves of light from a near object are\\nbrought to a focus on the retina by the action of the\\nciliary muscle, which renders the lens more convex, and\\nthus capable of refracting the light more powerfully.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0255.jp2"}, "256": {"fulltext": "148 SCHOOL SANITATION AND DECORATION\\nThe effect of an increased convexity of lens in bringing\\ndivergent waves of light sooner to a focus is shown in\\nFig. 21. If for any distance under 20 feet the eye were\\nnot able thus to accommodate its condition, a blurred\\nand incomplete image would be formed on the retina.\\nA child with normal eyes ought to be able to read\\nthis page, in a good light at the distance of 40 inches,\\nand at all intervening distances down to 4 inches. Any\\nchild who cannot read it as far as 15 inches off should\\nhave his eyes examined by a competent oculist. A\\nrough test may be also made by means of the following\\nDy\\nH L\\n50 feet. 40 feet. 25 feet. 20 feet. 10 feet.\\nFig. 22. Eye Test.\\nletters the Z should be distinguishable at a distance\\nof 50 feet, D at a distance of 40 feet, Y at 25 feet, H at\\n20 feet, and L at 10 feet.\\nThree chief defects of vision occur in children in the\\nfirst, the waves of light are brought to a focus behind\\nthe retina (hypermetropia) in the second, the waves of\\nlight are brought to a focus in front of the retina (myo-\\npia) and in the third, the different axes of the eyes do\\nnot bring waves of light to a focus at the same point\\n(astigmatism).\\nHypermetropia or Long-sight, in which the eye is\\nshorter from back to front than usual, is really in a", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0256.jp2"}, "257": {"fulltext": "INFLUENCE UPON THE EYE 149\\nmoderate degree a normal condition in childhood, but if\\npresent in a high degree represents an arrest of devel-\\nopment. Parallel rays of light {i.e., those from a dis-\\ntance) are brought to a focus behind the retina. (Fig.\\n23.) Thus, when the eye is at rest, there is not distinct\\nvision even of distant objects for the long-sighted. The\\nciliary muscles must always act and accommodate the\\neye, and in moderate degrees they succeed in conceal-\\ning the condition. It is evident, however, that this con-\\nstant strain on the muscles, during the waking hours,\\nFig. 23. Section of Hypermetropic Eve.\\nR, the origin of divergent rays of light F, the focus beyond the eyeball\\nLL, convex glass to be worn by hypermetrope F the focus of rays of light\\non retina, showing influence of L.\\nmust be injurious and during the use of the eye for\\nnear vision, as in reading or needlework, the strain on\\nthe ciliary muscle becomes still greater. Consequently,\\ncongestion and redness, with watering of the eyes, result.\\nThe lids tend to stick together in the morning, owing\\nto increased secretion. If close work is insisted on, in\\nsevere cases dizziness and total inability to distinguish\\nletters are produced, *and, in some cases, nausea, or\\neven vomiting. The child is worse in the morning\\nthan in the evening, as his ciliary muscles have to ad-\\njust themselves to the strain imposed on them. Mis-", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0257.jp2"}, "258": {"fulltext": "150 SCHOOL SANITATION AND DECORATION\\ntakes are frequently made, and the child is often thought\\nto be idle. In this, as in other abnormal conditions of\\nthe eye, it is very common for the child to have been\\nrepeatedly punished by his teachers for supposed ob-\\nstinacy or stupidity.\\nLong-sight is often confused with short-sight, because,\\nin the former, as in the latter, the child gradually holds\\nhis book nearer and nearer to his eyes. This is because\\nspasm of the ciliary muscle (causing accommodation\\nbeyond the necessities of the case) is produced by the\\neffort to see small objects at moderate distances, and\\nbecause the large size of the image of the print obtained\\nby holding the book nearer partially compensates for its\\nimperfect definition.\\nIn the effort at accommodating long-sighted eyes for\\nnear and small objects, those external muscles of the\\neyeballs which turn them in towards the nose are\\nbrought into excessive action. A convergent squint\\nmay be thus produced, at first occasional, afterward\\nbecoming constant, and one eye being usually worse\\nthan the other. The squint is worse when the child is\\ntired or ill, but any squint in a child four to seven years\\nold should receive immediate attention.\\nMyopia or Short-sight is the exact opposite of the last\\ncondition, the eye from front to back being too long,\\nso that waves of light from a distance are brought\\nto a focus in front of the retina. In order that they\\nmay be focussed on the retina, the affected child finds\\nit necessary to hold objects near his eye, thus making\\nthe waves of light more divergent.\\nMyopia is distinguished from hypermetropia by the\\nfact that distant vision is improved by a concave lens,", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0258.jp2"}, "259": {"fulltext": "INFLUENCE UPON THE EYE 151\\nand by the fact that the smallest type can be read easily,\\nprovided it be held closely to the eyes. The fact of a\\nperson seeing equally as well, at a distance, through a\\nconvex lens, as without, certainly indicates hyperme-\\ntropia.\\nMyopia is essentially due to the soft and yielding\\ncharacter of the tunic of some children s eyes, enabling\\nthe pressure of the muscles during accommodation to\\nelongate the globe. The condition when started may\\nremain stationary, but in some cases the continuance of\\nFig. 24. Section of Myopic Eye.\\nR, the origin of divergent waves of light F, the focus of these in front of retina\\nLL, concave lens to be worn by myope F focus of waves of light on retina,\\nshowing influence of L.\\nthe cause increases the elongation of the globe. This\\nmay be followed by stretching and atrophy of the cho-\\nroid, or even detachment of the retina, and other evil\\nconsequences, resulting in partial or complete destruc-\\ntion of vision.\\nThe tendency to short-sight is generally strongly\\nhereditary, but it may be acquired, and it is chiefly dur-\\ning school life that this occurs. Jager, in 1861, first\\ncalled attention to the remarkable development of myopia\\nduring school life. Dr. Cohn, of Breslau, in 1865 took\\nup the subject. Having examined the eyes of 10,060", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0259.jp2"}, "260": {"fulltext": "152 SCHOOL SANITATION AND DECORATION\\nchildren, he found 1072 myopic, 239 hypermetropic, 23\\nastigmatic, and 396 whose vision was impaired from the\\neffects of previous disease. As his testing was by lenses\\nonly, he probably underrated the myopia. In elemen-\\ntary village schools he found 1.4 per cent of myopia; in\\ntown elementary schools, 6.J per cent in intermediate\\nschools, 10.3 per cent; high schools, 19.7; and in gym-\\nnasia, 26.2 per cent. Among medical students he found\\nthe proportion in the first year of study 52 per cent,\\nin the last year 64 per cent. At Tubingen, Gartner\\nfound that of 600 theological students, 79 per cent were\\nmyopic.\\nAlthough Germany has until lately had the greatest\\nprevalence of defects of vision, it has by no means a\\nmonopoly of them. In all the cases investigated, the\\nfact comes out that the youngest classes have the fewest\\nmyopics, and the oldest most. Drs. E. G. Loring and\\nR. H. Derby, of New York, found that in the lowest\\nclasses 3.5 and in the highest 26.78 per cent were\\nmyopic.\\nThe statistics furnished by the Philadelphia Com-\\nmittee, of which Dr. Risley was chairman, are peculiarly\\nvaluable, as a complete examination of the eye (barring\\nthe use of Atropine) was made in each case. Twenty-\\nfour hundred and twenty-two eyes were examined by\\nthe committee, and 174 afterward by Dr. Jackson, of\\nWest Chester, on the same plan, each case requiring\\non an average twenty-eight minutes examination.\\nThe accompanying chart, from Mr. B. Carter s pam-\\nphlet on Eyesight in Schools, shows the result. (Fig.\\n25.) The horizontal lines give the percentages, the\\nvertical lines the different classes. The myopia was", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0260.jp2"}, "261": {"fulltext": "AURORA\\nFrom painting by Guido Rem. 1575-1642\\nSuitable for intermediate grades.\\nEffective at almost any distance\\nfull of life and movement Beautiful\\nin composition and in drawing.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0261.jp2"}, "262": {"fulltext": "opic,\\nthe in:\\nper cent oi\\ntown\\ncent in in;\\nools, 19.7 an\\n1 medical students\\nof st 1\\nTubin\\n-A5LQ5 UA b ns a\\nlie c ises in the\\ni^re\\n.e3b\u00c2\u00a3i\u00c2\u00a7 ertfiibanrnini to) afcfjtfrfcfi\\nfnlf}U\u00c2\u00a33d ^n 3 rn^v, the\\n\u00c2\u00a7niw\u00c2\u00a3 r F\u00c2\u00b0aijfbpia was", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0262.jp2"}, "263": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0263.jp2"}, "264": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0264.jp2"}, "265": {"fulltext": "INFLUENCE UPON THE EYE\\n153\\nfound to increase from 4.27 per cent in primary classes\\n(average age, 8J years) to 19.33 per cent in normal\\nclasses, while the hypermetropia diminished from 88. 1 1\\nper cent to 66.84 P er cent, the proportion of normal\\nHypermetropia,\\nNormal vision or\\nEmmetropia, 7.10%\\nMyopia, 4.27%\\nAverage Age\\nH., 66.\\nM., 19.33.\\nE., 12.23.\\n11.5 14\\nPri- Secon- Gram-\\nmary dary. mar.\\nSchool.\\n17.5\\nNor-\\nmal.\\nFig. 25. Chart showing Prevalence of Near-Sight, Far-Sight,\\nand Normal Vision at Different Ages.\\nvision (emmetropia) remaining nearly stationary. It\\nis evident, from the statistics just advanced, that school\\nlife has, under conditions which commonly prevail, a\\nmost deleterious influence on eyesight.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0265.jp2"}, "266": {"fulltext": "154 SCHOOL SANITATION AND DECORATION\\nAstigmatism is a condition of the eyes in which the\\ncurvature of the cornea is not uniform, and consequently\\nwaves of light passing through it in different meridians\\nhave a different focus. The lines running in a given\\ndirection look blurred as all the horizontal or all the\\nupright, etc. Children suffering from this condition\\noften appear stupid or inattentive, because there is in\\nthis defect what has been aptly called slow sight\\na word is not recognized quickly on first sight, but it\\nseems to come to them afterward. The defect is\\ncommonly ascribed to near-sightedness, but ordinary\\nconvex lenses will not remedy it lenses, the curve of\\nwhich is specially adapted to each meridian of the eye,\\nbeing required.\\nThe causes at work during school life which tend to\\nproduce defects of vision may be classed under the five\\nfollowing heads\\n(i) The prolonged exertion of the eyes involved in\\nseeing near objects. School work usually lasts from four\\nto six hours, and the home lessons sometimes nearly as\\nlong. During a great part of this time, the accommodat-\\ning apparatus of the child s eyes is being strained the\\ntissues of the eyes being soft and compressible, evil\\nresults are apt to occur, especially when there is a\\nhereditary tendency to defects of vision. Three hours\\ngood work is always better than five hours of indifferent\\nwork.\\nThe posture of the scholar is very important. He\\nshould not be allowed to lean forward with a bent head.\\nIn writing we have a good instance of the principles\\ninvolved and the practice to be followed. The move-\\nments required are of a complicated character, and, like", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0266.jp2"}, "267": {"fulltext": "INFLUENCE UPON THE EYE 155\\nthe complicated movements concerned in speech and\\nwalking, should be automatically performed. In fact,\\nthe more automatic and the less conscious the move-\\nments become, the greater is the degree of precision\\nattained. Hence, as in piano-playing, where the pupil\\nis required to look at the music and not at the keys, the\\npupil who is writing should be required to sit erect, and\\ndirectly facing the desk, and should fix his attention on\\nthe matter to be written, rather than on the move-\\nments of the fingers. The desk should be at a proper\\nangle to the eyes, and the eyes should not be allowed\\nto come nearer than 12 inches from the book or\\nslate.\\n(2) An inadequate amount of light, or an ill-directed\\nlight, causes an undue strain on the eyes. The amount\\nof window area required, and the direction of the light\\nadmitted, have been already discussed. It is probable\\nthat the preparation of home lessons in semi-darkness\\nis responsible for much injury to the eyes.\\nCohn, in his investigations, found that the narrower\\nthe street in which the school stood, the higher the\\nopposite houses, and the lower the story in which les-\\nsons were given, the greater the number of cases of\\nmyopia among elementary scholars. He proposed that\\n30 square inches of glass (not including the window\\nframes) should be allowed for every square foot of floor\\narea.\\n(3) Badly printed text and other books produce the\\nsame result. The type should be clear and large, Roman\\nbeing much better than Gothic type. The construction\\nof such letters as h and b, v and n should be especially\\nprecise.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0267.jp2"}, "268": {"fulltext": "156 SCHOOL SANITATION AND DECORATION\\nThe following words represent well-known sizes of\\ntype\\nDouble Pica. Great Primer. Pica.\\nNo type smaller than Pica should\\nSmall Pica. Bourgeois. Minion. Pearl. Diamond.\\nbe USed While teaching children to read.\\nCohn proposes that the type of ordinary journals\\nshould be 4 millimeters or inch in height, though M.\\nJaval thinks it may be allowed to be 2 millimeters. The\\nthickness of down and up strokes, the spaces between\\nletters and words and between lines, and the length of\\nlines all require attention.\\nLetter-press derived from a worn-out fount gives an\\nimperfect impression of the letters. The loops of a and\\ne, of b dp g are apt to form a black spot long letters\\nbecome broken, and line up strokes are imperceptible.\\nBooks for children should not be too large and heavy,\\nthe spaces between the letters and between words and\\nlines should be relatively wide, and the lines not too\\nlong. The reading or writing book should be placed at\\na distance of 12 to 15 inches from the eyes. The most\\nagreeable tint of paper is a cream-color or a pale blue.\\nIt is inadvisable to gloss the sheets, as this produces a\\ndazzling reflection.\\nIt is important that too small a handwriting should\\nnot be allowed, and that neither writing nor reading\\nshould be permitted in the dim light of evening.\\nPale ink and greasy slates are very trying to the eyes.\\nThe letters on many maps in schools are most trying\\nto the eyes, the lettering not only being fine, but the", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0268.jp2"}, "269": {"fulltext": "INFLUENCE UPON THE EYE\\n157\\nmaps having often been printed from old and worn\\nplates. Maps should contain as few data as possible,\\nteaching by wall-maps and outline maps being prefer-\\nable. Glazed maps are not advisable. In writing les-\\nsons the character of the writing material used is of\\nsome importance, especially on dull, winter days. Thus\\nthe furthest distance at which a specimen of slate pencil\\nwriting was recognizable, as compared with a specimen\\nof lead pencil writing of the same size, was as 7 to 8,\\nwhile the ratio of lead pencil to pen and ink legibility\\nwas 7 to 8, and of slate writing to pen and ink 3 to 4.\\nThe bearing of this on the hygiene of the eye is evi-\\ndent pen and ink writing should be used where possi-\\nble. Also pale ink, or ink which turns black only after\\na time, should be abolished from school.\\n(4) Needlezvork is a too frequent cause of defective\\nvision in girls. Sewing is more trying to the eyes than\\nany work that boys have to do. In ordinary coarse\\ncalico there are about 70 threads to an inch, and what\\nis considered good work consists in taking up 4 threads,\\n2 in front and 2 behind the cotton while in moderately\\nfine linen, as a shirt-front, there are 120 threads to an\\ninch, so that the seamstress has to work to g 1 inch, a\\nmuch smaller distance than the finest print.\\nThe sewing required of children should be neat and\\naccurate, but not too fine, and sewing should not be\\nprolonged, nor undertaken in a bad light. Where pos-\\nsible, the light should come from above for needlework,\\nas for drawing lessons, and such lessons should be\\navoided by gaslight. Needlework and drawing and\\nwriting lessons should always, preferably, be given dur-\\ning the brightest hours of the day. Lace work taxes", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0269.jp2"}, "270": {"fulltext": "158 SCHOOL SANITATION AND DECORATION\\nthe eyes severely and may lead to absolute loss of\\nvision. Working at night on black dresses is most\\ninjurious. Scarlet materials are somewhat trying to\\nthe eyes, and are not allowed under the London School\\nBoard blue is to be preferred.\\n(5) The condition of the general health produced by\\ninsufficient exercise or food, and the influence of a\\nvitiated atmosphere, powerfully favor the production of\\ndefective vision. So, likewise, does the occurrence of\\ncatarrhal or other affections of the eye, as after measles,\\ndiphtheria, and scarlet fever. Home study for the chil-\\ndren under the age of fourteen should be forbidden as\\nfar as possible.\\nIt is not always the school that is responsible for de-\\nfects in children s eyes. Much reading at home under\\nunfavorable conditions is a factor that must be taken\\ninto account. The child may become buried in a book,\\nas the expression is, and not think of light, position,\\nor of anything but what he is reading. Many eyes are\\nunnecessarily strained in this way, and a careful\\nwatch by the parents is essential to guard against the\\ninjury. Often a boy or girl will curl up in front of an\\nopen fire to keep warm and read by the firelight.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0270.jp2"}, "271": {"fulltext": "CHAPTER XI\\nSCHOOL AUTHORITIES AND PATRONS\\nIt is the duty of all cities and towns to keep their\\nschools in a sanitary condition. The schools are their\\nproperty and are for the purpose of training the younger\\ngenerations to become wise and efficient citizens. The\\ngovernmental body should be so divided as to make it\\nimpossible for one department to shift the responsibility\\non to another. It should be so arranged that some one\\ndepartment be wholly responsible for the sanitary con-\\ndition of the schools. At present it is impossible to\\nobtain legal redress for injuries received during school\\nlife, or for deaths of school children caused by munici-\\npal or departmental neglect. If a city permits its\\nstreets to get out of repair sufficiently to endanger the\\nlives of citizens using them, it makes itself liable for\\ndamages for injuries sustained. Not so with the schools.\\nNo matter how many epidemics start in or spread from\\nthem, nor how many children die from this great\\ncriminal negligence, there is no redress. But perhaps\\nthis is taking too dark a view of the whole matter, be-\\ncause there are many examples of cities that are making\\nstrenuous efforts to bring about a more healthful state\\nof affairs in their public schools. They are attempting\\nto renovate old buildings, putting in new systems of\\nheating and ventilating. They are establishing systems\\nof sanitary and medical inspection.\\n59", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0271.jp2"}, "272": {"fulltext": "l6o SCHOOL SANITATION AND DECORATION\\nThey are attempting to make all of their new build-\\nings fulfill the requirements for the best sanitary condi-\\ntions, and they take much pride in displaying these\\nnew buildings, and rightly so. For properly constructed\\nschools are quite modern affairs. Any board of trus-\\ntees, or any city government that has such, deserves to\\nbe highly praised. The age is passed, however, when\\nfine schools may be looked upon as a luxury. They are\\na necessity. They cost money, but money put into\\ngood schools is well spent. It is false economy to\\nwithhold money needed to secure hygienic school build-\\nings. The red tape and wrangle often necessary to\\nobtain even small amounts of money for schools and\\nschool improvements is shameful. To show how diffi-\\ncult it is to get small appropriations for such purposes,\\nit is well worth while to give attention to an extract\\nfrom the proceedings of a school-board meeting in one\\nof our large cities in 1898\\nRegarding improved heating, etc., in school district, the\\ncommittee reported that the work, in view of the limited appropria-\\ntions, should be deferred for the present.\\nDr. hoped that this would not be voted. He stated that\\nin Street Schoolhouse, in that district, the sanitary condition\\nis deplorable. The plumbing of one of the sinks, he went on to\\nsay. was disconnected last winter, and the pipe has remained open\\nup to the present time. The closets are directly under one of the\\nschoolrooms, and the foul odors come into the rooms. A teacher\\nhas been advised by her physician not to go there this fall on the\\nbeginning of the school, unless something is done to remedy this\\nevil. Dr. asked that at least $25 be appropriated to connect\\nthat plumbing. A peppermint test, he said, has been made show-\\ning that sewer gases have free access to the basement where the\\nchildren play. This condition he characterized as an outrage.\\nMr. stated that if the matter was left to the committee, it", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0272.jp2"}, "273": {"fulltext": "SCHOOL AUTHORITIES AND PATRONS l6l\\nwould do all possible to connect the plumbing. We cannot do\\nthings without money, he said, and we have to pick out those\\nthings that are absolutely necessary. We know that the plumbing\\nin many of the schoolhouses is not what it should be. Bills left\\nover from last year have to be paid, and we have only money enough\\nto keep the schoolhouses wind and water tight. 11\\nThe report was accepted, and the recommendation\\nthat the work be deferred was adopted.\\nThis extract was used by Mrs. Ellen H. Richards in\\na paper before the American Public Health Association,\\nin 1898, to illustrate this same point, viz., the deplorable\\nfact that school boards are not allowed sufficient money\\nproperly to carry on school work. One of the greatest\\ncauses of this difficulty is the general lack of knowledge\\nof the first principles of preventive medicine. One of\\nthe strongest proofs that we could wish to have of this\\nwas shown during the late war with Spain, where the\\nsoldiers, officers, and in many instances the medical men\\nthemselves, gave evidence of their great ignorance on\\nsuch important matters. The result there we know was\\ndisastrous, if we measure it by the amount of sickness and\\ndeath caused by preventable disease. As Mrs. Richards\\nsays, in the paper referred to above, Why should\\nthe men on the transports have taken care to keep the\\ndecks clean when they have been accustomed all their\\nlives to dirty schoolroom floors, dirty school yards, streets\\nlittered with rubbish, and Why should our soldiers\\nhave believed that it made any difference what water\\nthey drank, when they had been accustomed to the\\nconditions prevalent in nine-tenths of the school yards\\nin this country.\\nIt is evident that school boards and city governments\\nH", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0273.jp2"}, "274": {"fulltext": "1 62 SCHOOL SANITATION AND DECORATION\\nhold exceedingly responsible positions relative to the\\nschools, whether this responsibility be legal or not.\\nThe public schools are established by the various states\\nin order to insure their own stability and prosperity,\\nas President Garfield said in his inaugural address in\\nMarch, 1881 We have no standard by which to meas-\\nure the disaster that may be brought upon us by igno-\\nrance and vice in the citizen, when joined to corruption\\nand fault in the suffrage. The veterans of the Union\\nwho make and unmake constitutions, and upon whose\\nwill hangs the destinies of our government, can trans-\\nmit their supreme authority to no successors save the\\ncoming generations of veterans, who are the sole heirs\\nof sovereign power. If that generation comes to its\\ninheritance blinded by ignorance and corrupted by\\nvice, the fall of the republic is certain and remediless.\\nWhile the states insist on universal compulsory edu-\\ncation, they should feel a certain responsibility about\\ncompelling any exposure of their proteges to unneces-\\nsary danger of physical injury. This responsibility of\\nthe public authorities should begin before the school\\nhas been constructed at all. It is their duty to consult\\ncompetent experts in regard to the location of the school\\nsite, the construction of the building, its heating and\\nventilating, and any other features that would tend to\\ninfluence the health of the teachers and children. It\\nnot uncommonly happens that these public authorities\\nmake mistakes, and then they call upon some one, per-\\nhaps the State Board of Health, to remedy them\\nwhereas if this board had been consulted in the first\\nplace, it would have prevented such mistakes, and in\\nthe end would have saved the local authorities consider-", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0274.jp2"}, "275": {"fulltext": "SCHOOL AUTHORITIES AND PATRONS 163\\nable expense. Their responsibility should also include\\nthe establishment of proper systems of sanitary and\\nmedical inspection the former to insure the proper\\ncare and condition of the buildings, and the latter the\\nbetter health of the teachers and scholars.\\nThe discussion of the responsibility of the teachers\\nfrom the sanitary standpoint is a very difficult matter.\\nMost public school-teachers work very hard, many of\\nthem overwork, and when we come to consider their\\nduties toward the sanitary conduct of their school build-\\nings or schoolrooms, we may be expecting them to do\\nthings which, had they the inclination, they have\\nneither time nor opportunity to carry out. It cannot\\nbe expected that school-teachers are expert sanitarians\\nor physicians, but we can expect something in the\\nmatters of ordinary cleanliness and neatness. They\\nshould have pride in the appearance of their rooms,\\nand most of them do. Further than that, it is possible\\nfor them to inspire this interest and pride in the pupils,\\nmaking them vie with one another as to personal clean-\\nliness and the tidiness of their desks. If the younger\\nchildren cannot understand the hygienic importance of\\ngood air, much sunlight, and proper temperature, they\\ncan be interested in these matters to a large degree by\\nenthusiastic teachers. For example, the teacher can\\nhave even the young pupils learn to read the thermom-\\neter, and make a record on the blackboard or on paper\\nat stated periods perhaps once every half-hour. They\\ncould also be taught to watch for the sunlight count-\\ning the number of hours in the day or the week or the\\nmonth in which the sun has shone during the school\\nhours. Many other features of this kind can be arranged", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0275.jp2"}, "276": {"fulltext": "1 64 SCHOOL SANITATION AND DECORATION\\nby the enthusiastic teachers, and without interfering\\nmaterially with the regular class work. Little matters\\nlike these would in a short time spread their influence\\noutside of the school and reach the homes of the pupils,\\nwhich in many cases, particularly in the large cities,\\nwould be greatly benefited by even the smallest atten-\\ntion to proper ventilation and admission of sunlight and\\nhabits of cleanliness.\\nIn regard to regular instruction in sanitary science,\\nopinions differ as to the wisdom of introducing this\\neven when reduced to its lowest terms into any but\\nthe higher grades of the public schools. Yet it would\\nseem possible that by the proper arrangement, insti-\\ngated by the State Board of Health or some other good\\nauthority, leaflets of instruction might be distributed to\\nthe teachers, differently arranged for different grades,\\nin which some of the important facts regarding health\\nand disease, the care of the body, its various organs,\\nand so on, might be set forth. This would seem a\\nvery important matter, and one that deserves consid-\\nerable attention in the near future, not only on the\\npart of the teachers, but also of the school managers,\\nbecause, as we have seen, so many of our public school\\npupils are launched into life without the simplest rudi-\\nments of the principles of preventive medicine. The ex-\\nample of our soldiers in the late war proves this only too\\nplainly, and emphasizes the fact that there is a wide-\\nspread need for instruction of some kind, wherever it\\nmay seem best to place it, in the school curriculum.\\nIn Brussels, all teachers receive thorough instruction\\nin hygiene. They are supposed to supervise its prac-\\ntice in the schools, the doctor only controlling and", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0276.jp2"}, "277": {"fulltext": "SCHOOL AUTHORITIES AND PATRONS 165\\ndirecting them. They are required to record on a\\nchart the temperature of each room four times a day,\\nat 8.30 and 11 a.m., and 2 and 3.30 p.m. This chart\\nis hung up beside the thermometer, and at each in-\\nspection the doctor is supposed to examine it.\\nIn the United States, Michigan has taken perhaps\\nthe most radical steps toward educating her children\\nin sanitary matters by passing the following law:\\nAct No. 146. Michigan, Laws of 1895.\\nAn act to provide for teaching in the public schools the modes by\\nwhich the dangerous communicable diseases are spread, and the\\nbest methods for the restriction and prevention of such diseases.\\nSection i. The People of the State of Michigan enact, That\\nthere shall be taught in every year in every public school in Michi-\\ngan the principal modes by which each of the dangerous communi-\\ncable diseases is spread, and the best methods for the restriction\\nand prevention of such disease. The State Board of Health shall\\nannually send to the public school superintendents and teachers\\nthroughout this State, printed data and statements which shall\\nenable them to comply with this act. School boards are hereby\\nrequired to direct such superintendents and teachers to give oral\\nand blackboard instruction, using the data and statements supplied\\nby the State Board of Health.\\nSection 2. Neglect or refusal on the part of any superintendent\\nor teacher to comply with this law, shall be considered a sufficient\\ncause for dismissal from the school by the school board. Any\\nschool board wilfully neglecting or refusing to comply with any of\\nthe provisions of this act, shall be subject to fine or forfeiture, the\\nsame as for the neglect of any other duty pertaining to their office.\\nThis act shall apply to all schools in this State, including schools in\\ncities or villages whether incorporated under special charter or under\\nthe general laws.\\nIn compliance with this act, the State Board of\\nHealth has issued valuable printed matter from time to", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0277.jp2"}, "278": {"fulltext": "1 66 SCHOOL SANITATION AND DECORATION\\ntime, and during the last two years has been issuing\\nTeacher s Sanitary Bulletins, and distributing them to\\nevery school-teacher in the state. Thus the teachers\\ncan inform themselves, in fact must inform themselves,\\nas to how to instruct the children. The good effects\\nof such careful dissemination of knowledge cannot but\\nbe felt throughout the state, in reduced death rates and\\nthe greater intelligence of the citizens.\\nThe interest of parents in the schools, particularly\\nin their sanitary affairs, is too often lacking. Few par-\\nents know personally the teachers of their own children,\\nexcept in smaller towns where the teacher is one of the\\nsocial community. Fewer parents probably know the\\nsuperintendent of schools unless they happen to meet\\nhim socially. This is a very important matter, for\\nparents should make an effort, unless sickness or some\\nother circumstance prevents, to become personally ac-\\nquainted with the teachers and superintendent. This\\ndoes not mean that the parents should keep nagging\\nthe teachers about petty troubles, nor that they should\\ncarry imagined faults in the conduct of the school to\\nthe superintendent but it does mean that they should\\nconfer with the teacher in regard to the strong or the\\nweak points of their children. Thus, in many cases,\\nthey would help the teacher to understand the child.\\nThey should talk with the teacher regarding the health\\nof the child, the strength or weakness of the eyes, the\\ntendency to stand or sit in bad postures in the home,\\nand ask the teacher to help to remedy these faults.\\nCooperation in these matters will be a great assistance\\nto the teacher in conducting the school, and also bring\\nabout better results in the children.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0278.jp2"}, "279": {"fulltext": "SCHOOL AUTHORITIES AND PATRONS 167\\nIt is well known that in many instances parents hold\\nthemselves aloof from teachers but in these modern\\ntimes this seems wholly unreasonable. Their work is\\na noble one, and in many instances they are sacrificing\\ntheir health for the good of the community, and doing\\nso on small pay. There should be no barrier between\\nthe home and the school. In taking into account the\\neducation of the child as a whole, we must regard the\\nschool as simply completing and enforcing the educa-\\ntional work of the home. That is, the school and the\\nhome are working together to educate the child. The\\nparents of the better class of people can, through their\\nchildren, lend a strong influence for the good of the\\nschools, and also the well-conducted school can exert\\na powerful and good influence over the poorer class of\\nparents by teaching the children cleanliness and mak-\\ning them neat in their habits.\\nThus civilization will gradually reach a higher plane,\\nand future generations will become the beneficiaries of\\nthis instruction and of these reforms which mark the\\ndawn of the twentieth century.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0279.jp2"}, "280": {"fulltext": "CHAPTER XII\\nBEAUTY IN SCHOOL WORK\\nA healthful and beautiful schoolroom should lead\\nto more beautiful results in school work, but sometimes,\\nalas, it does not. Occasionally when visiting a well-\\nfurnished room, where results are slovenly and poor, one\\nis reminded of Emerson s experience when ascending\\nMonadnock\\nHappy, 1 I said, whose home is here\\nFair fortunes to the mountaineer\\nBoon Nature to his poorest shed\\nHas royal pleasure-grounds outspread!\\nIntent, I searched the region round\\nAnd in low hut the dweller found\\nWoe is me for my hopes 1 downfall!\\nIs yonder squalid peasant all\\nThis proud nursery can breed\\nIn God s vicegerency and stead P 1\\nWhat boots our fine building and our rich furnishings\\nif they make the children and children s work no better?\\nIf results do not improve under improved conditions, it\\nis not the fault of the conditions some person is to\\nbe blamed, and usually that person is the teacher. A\\nteacher who allows her children still to feed on husks,\\nand to do the disgraceful work of the far country when\\nthey dwell in the midst of the house beautiful with\\n1 68", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0280.jp2"}, "281": {"fulltext": "Suitable for lower grade room.\\nFull :\u00c2\u00bbf interest for children ani-\\nmal, bird, child life, cherubs beau-\\ntiful in composition of dark and\\nlight.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0281.jp2"}, "282": {"fulltext": "CI XII\\nRK\\ni should lead\\nlit SOITK\\nYJIMA^ YsiIOHe\\nw\\ni -pread!\\naid\\nir rich i\\nIf hs, it\\ni is to\\nicher. A\\nmW 9 ta a ffffil lrf 9 WMd on husks,\\n\u00c2\u00b0i\u00c2\u00bbfui with\\n.iris", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0282.jp2"}, "283": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0283.jp2"}, "284": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0284.jp2"}, "285": {"fulltext": "BEAUTY IN SCHOOL WORK 169\\nbread enough and to spare, should himself be given his\\nportion of goods and told to depart, unless he plead the\\none valid excuse, ignorance. But that excuse should be\\nconsidered valid for thirty days only. Thirty days from\\ndate of discovery the lack of commensurate results\\nshould begin to be less evident sixty days from date\\nresults should be fair, and in ninety days good. All\\nthe ambitious teacher needs the teacher ambitious\\nto serve her pupils is the suggestion that beauty is to\\ncount in school work, side by side with accuracy. I\\ntry for correct spelling and accurate number work, for\\ngood position in writing and close observation in draw-\\ning. If I get accuracy, says the conscientious teacher,\\nthat is all I ask. If you get simple beauty and\\nnaught else, says Browning, you get about the best\\nthing God invents, and if that is true, and who\\ndoubts it? we must not be satisfied with mere formal\\naccuracy our work must conform to the aesthetic ideals\\nof the architect and the artist of our schoolroom as well\\nas to the mechanical ideals of the plumber and the\\ncarpenter.\\nThe first lesson the beautified room should teach is\\nADAPTATION,\\nthe nice adjustment of a thing to its environment, or to\\nits place or function.\\nA perception of that principle will lead to many re-\\nforms in schoolroom practice. Pen and ink will not be\\nused upon rough paper; nor will the pencil be used\\nupon glazed paper. Drawings a foot square will not be\\nattempted in lead pencil, neither will charcoal be used\\non a sheet 6x9. When the nature lesson has been on", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0285.jp2"}, "286": {"fulltext": "lyo SCHOOL SANITATION AND DECORATION\\nleaf structure, the pupils will not attempt to express\\nthat with the brush and ink. When it has been upon the\\ngrowth of the grapevine and its fruit, they will not be\\nasked to draw it in lead pencil. If threads and dots of\\ncolor, as in the sedge, are to be expressed, colored\\npencils will be used. If broad masses of color with\\nsubtle gradations, as in the morning glory, are to be\\nexpressed, water color will be the medium. For withered\\nleaves and seed pods in mass, for broad silhouettes to\\nreveal forms as wholes, the brush and ink is the best\\nmedium. In the careful, searching study of plant growth,\\nin studies of structure and function, the medium of ex-\\npression is the pencil or the pen. The ink drawing\\nshall be upon gray paper the delicate water-color,\\nupon white; crayons, usually a little crude and harsh\\nin color, shall be used upon cream-colored paper to\\nsoften them.\\nAll arithmetic and language papers will not be the\\nsame size, regardless of the amount of work to be\\nplaced upon them, merely that they may be bound with\\na brass fastener and displayed as a class exercise. They\\nwill vary in size according to the lesson. The long\\ncolumn of primary number work shall have its long nar-\\nrow paper, and the spelling lesson shall be written on a\\npaper to fit (Plate XXXVII), just as the pictures upon\\nthe walls fit their frames. A large sheet and blackboard\\ncrayon are appropriate to the rendering of a pumpkin,\\nbut a small sheet and a camel s hair brush to the render-\\ning of a downy butterfly. A winter landscape may be\\nsuggested in ink, but for autumn foliage there must be\\ncolor. In geometric diagrams, where accuracy is impor-\\ntant, the straight lines shall be ruled, and the compasses", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0286.jp2"}, "287": {"fulltext": "BEAUTY IN SCHOOL WORK 171\\nshall be used for circles. In the sketching of maps,\\nwhere relative positions only are important, the lines\\nshall be free hand. Drawing shall not be upon paper\\nwith ruled lines, even when it is to illustrate a written\\npage, nor shall writing be upon unruled paper so long\\nas the child needs the line.\\nThe classical form of art, says Hegel, is the free\\nand adequate embodiment of the Idea in the shape\\nthat is peculiarly appropriate to the Idea itself, a state-\\nment which is at once so comprehensive and so discrimi-\\nnating that by means of it we may test any work of art\\nfrom a first-grade spelling paper to John Sargent s\\nTriumph of Religion or the Parthenon Frieze.\\nThe second lesson that the beautiful things in a\\nschoolroom should teach is\\nARRANGEMENT,\\nthe disposition of parts in harmonious or suitable form.\\nA work of art is planned; it is never a fortuitous\\ncombination of atoms. Throughout there is that nice\\nadjustment of part to part which produces a beautiful\\nwhole. This should be emphasized by means of supple-\\nmentary material, such as Japanese prints, pages from\\nthe best magazines, artistic circulars and posters, ex-\\namples of pupils work, which are illustrations of good\\narrangement. Under the inspiration of masterly exam-\\nples, the thoughtful study of arrangement should begin\\nin the primary grades and continue until the habit of\\nplanning any work with regard to its ultimate appear-\\nance is established.\\nThere are three rules of arrangement which every\\npupil should know", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0287.jp2"}, "288": {"fulltext": "172 SCHOOL SANITATION AND DECORATION\\nI. A Sheet should have a Proper Margin. Pictures\\nlook best when framed the full-page frontispiece in\\nthe magazine has a broad margin, this printed page\\nhas a clear unoccupied space all around the text, space\\nwhich might be used to the financial advantage of the\\npublisher, if the great public with its ideals of conven-\\nience and beauty would not object. But the public\\nwould object. It would not buy a book it could not\\nhold open to read without moving its thumbs about\\nIt allows narrow margins in Bibles because a limp-\\ncovered Bible stays open of itself, but in other books\\na broad margin is a convenience, not only in holding\\nthe book, but for the making of marginal notes, and be-\\ncause it aids the eye by isolating the text. Moreover,\\nit adds greatly to the beauty of the page. The same\\nconsiderations should have weight in school work. No\\npaper should be crowded from edge to edge with figures\\nor text or sketches. It is customary in school exercises\\nto write on all the ruled lines of a sheet but why\\nWhy so much margin at the top and none below or at\\nthe sides Sometimes sheets have a strong red line an\\ninch or two from the left edge in such cases the text\\nusually begins at that line and spills off the right-hand\\nedge, or stops timidly short of it, or huddles together at\\nthe brink of it. The margin, at left and right should be\\nalike, that at the top about the same, and the lower\\nmargin somewhat wider, as upon this page. In the\\ncase of a chapter heading, with title or sketch or\\nornamental initial of especial weight, the upper margin\\nmay be the wider. If a map or a picture fills the entire\\nsheet, the sheet should be mounted upon another of\\nlarger size, and, if possible, of a slightly different color,", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0288.jp2"}, "289": {"fulltext": "BEAUTY IN SCHOOL WORK 173\\nso that the sheet may have its proper margin and be\\nseen to good advantage.\\n2. A Sheet should have an Orderly Plan. A good pic-\\nture or cast yields its subject to the first glance of inquiry.\\nIt is a Madonna or a knight, a shepherdess or a gleaner\\nit is a landscape, or a sea piece, or a bit of still life after\\neven a hasty glance no one could have any doubt as to\\nthe broad intention of the artist.\\nThe same should be true of school papers. One\\nought not to find Sadie King in bold chirography\\nat the top of a language paper when the subject of\\nthe paper is Sir Joshua Reynolds. Letters written\\nby primary children ought not to begin\\nElizabeth Brown, aged 6.\\nHatherly School, Grade I.\\nMy Dear Papa My teacher\\nWe do not start our private correspondence just that\\nway, and a paper so started does not explain itself at\\nsight.\\nA nature paper ought not to give the impression of\\nbeing a drawing lesson, nor a drawing paper that of\\nbeing the result of a lesson in language or paper cut-\\nting. A history lesson should not result in a paper\\ndoll in costume, nor a geography lesson in a chart\\ncovered with bottles, peanut shells, and scrap iron.\\nThe papers produced by children in schools may be\\nclassified for convenience as follows\\nDiagrams.\\nDrawings.\\nSheets of notes and sketches.\\n1. Letters.\\n4-\\n2. Essays.\\n5-\\n3. Charts.\\n6.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0289.jp2"}, "290": {"fulltext": "174 SCHOOL SANITATION AND DECORATION\\nThe correct form for the first, a, is well known. That\\nfor the second may be gathered from any magazine.\\nThere are but two right plans. In one the name and\\ndate are placed at the end of the text, b. In the other\\nthe name only, at the beginning after the title, c. The\\nform of a chart depends somewhat upon the subject-\\nmatter, but in any case the topic should be the most\\nprominent feature, and the sub-topics next.\\nb c\\nFig. 26. Models of Arrangement.\\nDiagrams and drawings are less liable to become\\nconfused through lack of plan, but even here there is a\\ntendency to add unnecessary and confusing details. A\\npupil s name in full, age, sex, and previous condition\\nof servitude, need not disfigure the face of the sheet.\\nSuch information for the benefit of people interested in\\nbiographic data might be written upon the back of the\\nsheet. Notes and sketches should be classified in en-\\nvelopes or portfolios and properly marked that their\\ncharacter may be identified instantly.\\nWhen papers are illustrated by means of clippings or\\nsketches, or enriched with ornamental initials or end\\npieces, the plan of the paper as a whole should in no\\nwise be obscured.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0290.jp2"}, "291": {"fulltext": "BEAUTY IN SCHOOL WORK\\n175\\n3. A Sheet should have Balance. Every work of pic-\\ntorial art has what may be called a magnetic pole, or\\ncenter of interest, and a center of gravity. The two\\nmay or may not coincide. In Murillo s Holy Family,\\nthey do, almost in Alma Tadema s Reading Homer\\nthey do not. The center of gravity is at the center\\nof the area covered by the picture, or upon a line pass-\\ning through the center of the mass of a piece of sculp-\\nd e f\\nFig. 27. Symmetrical Arrangement.\\nture. About this center the artist disposes his material\\nweight against weight, interest against interest, spot\\nover against spot until the eye is satisfied because\\nthe work has a stable equilibrium.\\nEvery sheet produced by pupils in school should be\\nbalanced in effect, and thus reflect some echo of the\\nharmony of a work of art. It is possible. Let a child\\nonce grasp the principle of balance, and his every paper\\ntakes on a new and fascinating interest he himself is\\nno longer an artisan, he is exalted into the realm of the\\nartist.\\nIn these rough diagrams of sheets, Figs. 26, 27, 28,\\nnotice how this principle of balance has been observed.\\nIn b, e, d, g, and m the matter has been arranged bisym-", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0291.jp2"}, "292": {"fulltext": "176 SCHOOL SANITATION AND DECORATION\\nmetrically, so far as written text will allow, upon a cen-\\ntral axis in the others the matter has been distributed\\nwith no less care, but with less evident formality. In\\ne the additional weight of the ornamental initial at the\\nleft is balanced by the weight of the name below at the\\nright. In/, picture and text above are balanced by text\\nand picture below. In h, the two initials at the left are\\nO\\nllll\\nFig. 28.\u00e2\u0080\u0094 Balanced Arrangement.\\noffset by the additional amount of text at the right of\\nthe central axis and by the name at the lower right\\nhand. In the double-paged sheet, m is bisymmetrical\\nand n balanced like/, but the sheet as a whole is bal-\\nanced the title and the smaller amount of text over\\nagainst the larger amount of text, and the two smaller\\npictures over against the one large one. A glance at\\nthe plates in this chapter and in the Appendix, made", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0292.jp2"}, "293": {"fulltext": "BEAUTY IN SCHOOL WORK 177\\ndirectly from pupils work, will show that pupils of all\\nages can grasp this principle and apply it. Nothing\\nshould be placed upon any sheet at random. Illustra-\\ntion, text, pupil s name or initials, and even the teacher s\\nmark of approval or criticism should be placed in rela-\\ntion to each other and to the sheet as a whole.\\nIf the measure of a man s religion is his daily life,\\nthe measure of a pupil s culture is his daily work. Let\\nus not deceive ourselves with the notion that a well-\\ndecorated schoolroom and an hour a week spent in\\ndrawing or picture study is exalting the aesthetic stand-\\nards of the pupil, although the work of his hands is\\njust as slovenly and bungling and inartistic as ever.\\nWhen the beauty of the world has entered our souls,\\nthe beauty within will manifest itself in beautiful deeds.\\nThe third lesson which should come from the master-\\npieces upon the schoolroom wall is\\nENRICHMENT.\\nA work of art has what John La Farge calls a full-\\nness of intention, quite inconceivable by one who has\\nnever attempted artistic expression. 1 Large areas of\\ninformation, knowledge, and skill are drained to pro-\\nduce a work like Alma Tadema s Vintage Festival,\\nor William Hunt s Flight of Time the quintessence\\nof Myth and History, of Science and Poetry, of Nature\\nand the artist s own soul are poured into that wonderful\\nCirce by Edward Burne-Jones.\\nEvery sheet produced by pupils should have this\\nsame fullness of intention. As the artist concentrates\\n1 Considerations on Painting, Macmillan, 1896.\\nN", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0293.jp2"}, "294": {"fulltext": "178 SCHOOL SANITATION AND DECORATION\\nhimself upon his canvas, and puts into it all the appro-\\npriate knowledge he has, so the pupil should express him-\\nself. Each sheet should be an index of the sum total of\\nhis powers at the time. The clear penmanship of the\\nwriting lesson, the fine drawing of the drawing lesson,\\nthe good spacing and arrangement of the lesson in\\ndecorative design, the correct English of the language\\nlesson, the right orthography of the spelling lesson, the\\nfree original expressions of the conversation lesson, the\\ngeographical data from the lesson in geography, and\\nthe historical facts gleaned from the study of history,\\nall should appear in that paper on Egypt. Only\\nwhen one gives his first best every time, is he sure of\\nhaving something better to give next time Give and\\nit shall be given you is the law in the realm of spirit.\\nBut it is the teacher s duty to see that the children\\nhave much to give. These beautiful things in the\\nschoolroom should lead to an enrichment of the work\\nof the school along the lines of language, history, litera-\\nture, and art. Here are some of the language topics\\nsuggested by such a work of art as The Holy Family\\n(Murillo)\\n1. Murillo s Holy Family a description of the\\nmasterpiece.\\n2. What does the Holy Family say to me\\n3. Story of the Christ child.\\n4. History of the canvas when painted, for whom,\\nchanges in ownership and home. Its present home.\\n5. The story of Murillo his life and works.\\n6. The paintings of Murillo their style, what they\\nhave in common.\\n7. The composition of the Holy Family.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0294.jp2"}, "295": {"fulltext": "BEAUTY IN SCHOOL WORK 179\\n8. Murillo s place in Spanish art.\\n9. Murillo s place in the history of painting.\\nIt will be seen that these topics cover a wide range.\\nThe first is not too difficult for even first year chil-\\ndren. (They may as well write I see a pretty little\\nboy with a dove above his head, as I see a cat the\\ncat can run run, cat, run. High school pupils will\\nfind such a topic none too easy it will tax their powers\\nto the utmost. The seventh topic may be treated in\\nany grade above the fourth year. It will mean one\\nthing to a boy of twelve, and something deeper and\\nricher, let us hope, to a boy of seventeen, and the\\nessays will differ as widely, perhaps, as Miss Hurll s\\nsketch of Raphael s Transfiguration 1 and Dr. Har-\\nris s 2 but both will be entirely legitimate and helpful.\\nThe upper grade pupil will not treat the eighth or ninth\\ntopic as would M. Henri Taine, but he will find either\\ntopic a richer vein to work than The Value of a Good\\nEducation, or The Improvement of Time.\\nOther masterpieces will suggest similar topics, any\\none of which will be a door into a new world. How\\nwell Emerson has described the ideal teacher, whose\\nmotive is love, and whose aim is culture and power for\\nher every pupil\\nDay by day for her darlings\\nTo her much she added more.\\nIn her hundred-gated Thebes\\nEvery chamber was a door\\nA door to something grander,\\nLoftier wall and wider floor.\\n1 In Riverside Art Series, No. I.\\n2 In Journal of Speculative Philosophy, Vol. I.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0295.jp2"}, "296": {"fulltext": "180 SCHOOL SANITATION AND DECORATION\\nAs a proof that beautiful school work may be done by\\npupils under the twofold influence of beautiful school-\\nrooms and artistic teachers, the following plates have\\nbeen prepared by photographic reproduction from origi-\\nnals by pupils in the Massachusetts schools. It is hoped\\nthat the explanatory notes will be found suggestive to\\nthe enthusiastic and ambitious teachers throughout the\\ncountry, who have done and are doing so great a work\\nfor the American people.\\nPlate XXXVII\\n(i) A number paper by a first grade primary pupil. The little\\nseal is the medal of honor for a correct and well-arranged sheet.\\n(2) An artistic spelling paper. The pupils were asked to sketch\\nat the head of the sheet something from the object, from memory,\\nor from imagination. The name and date were added. Each pupil\\nnow wrote all the words suggested by his sketch. Each pupil thus\\nchose his own subject, dictated his own words, and furnished the\\nteacher with a list of words which he could not spell, that she might\\nhave material for the next spelling lesson. The teacher who in-\\nvented that labor-saving, mind-probing device is a genius!\\nPlate XXXVIII\\nThis plate shows at a glance the difference between a well-\\narranged paper and its opposite. The first is a language paper\\nfrom a second grade. Each pupil was given a paper with a decal-\\ncomania-like flower in the corner, which served as the suggestion\\nfor one simple sentence, to be repeated for the sake of practice in\\nwriting. The second is without proper margins, without a rational\\nplan, and is unbalanced and careless. The handwriting combines\\nthe vices of both the vertical and slant systems. 11\\nPlate XXXIX\\nLessons in mounting. Pupils were asked to bring from home, or\\nto cut from old magazines among the teacher s stores, a picture of any", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0296.jp2"}, "297": {"fulltext": "BEAUTY IN SCHOOL WORK 181\\nshape or subject they might fancy. They were then required to cut\\nfrom gray paper of appropriate intensity a mount which should show\\nthe picture to the best advantage. The picture was then fastened to\\nthe mount in such a position that the four margins hold the right\\nrelations to each other. The illustrations are from work of fourth\\nyear pupils.\\nPlate XL\\nA language paper, by an eighth grade pupil. An example of a\\nwell planned and balanced sheet. Subject evident, scrap picture\\nproperly placed, text rightly paragraphed, effect of the whole inviting.\\nPlate XLI\\nA well-spaced, well-balanced history paper, but not quite orderly\\nin its plan. The subject of the sheet should have been first, and the\\nname of the school and pupil after it in less conspicuous handwriting.\\nThis page was the first of a series, illustrated by means of sketches\\nand scrap pictures, which was designed to correlate closely geogra-\\nphy, history, art, drawing, penmanship, and language. The pupils,\\nthough averaging but eleven or twelve years of age, found it fascinat-\\ning to follow the course of civilization from its root in the Nile mud\\nto its flower in Christian England and America.\\nPlate XLII\\nThis is another page from one of the pamphlets on The Growth\\nof the Civilizing Arts, by a fifth grade pupil. It is well planned and\\nwell balanced. The spacing of the text might be improved, but it\\nwill do for a twelve year old\\nPlate XLIII\\nThe first page of a folio sheet by an eighth grade pupil, showing\\nthe correlation of geography, history, drawing, and composition.\\nThe paper was illustrated by sketches in pen and ink, and contained\\na full-paged plate a picture cut from a magazine. Notice the bal-\\nance of parts and the interesting line leading the eye to the title.\\nThe title is a trifle small, but it would be insignificant were it not for\\nthe lines leading the eye to it. The sketches, the drawing, and the", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0297.jp2"}, "298": {"fulltext": "1 82 SCHOOL SANITATION AND DECORATION\\nwhole character of the page are suggestive of the Japanese spirit. It\\nis a thoroughly good bit of applied design design applied to school\\nlife, not to imaginary conditions.\\nPlate XLIV\\nOriginal design for a cover for a series of language papers upon\\nEgyptian art, by an eighth grade pupil. The papers were upon the\\nfollowing topics\\ni. The Sphinx, 1 a poem by John L. Stoddard.\\n2. The story of Joseph.\\n3. Egyptian history its great period.\\n4. The tombs of Egypt.\\n5. The temples.\\n6. The religion of Egypt.\\nThe papers were illustrated with scrap pictures. In the cover\\ndesign notice how the form of upper and lower Egypt suggests the\\nlotus, so typical of all the decorative art of the country. The ar-\\nrangement is good, and the title anything but prosaic. The whole\\nscheme was a delight to both pupils and teachers.\\nPlate XLV\\nSketches in common writing ink, diluted, upon gray paper. The\\nfirst is an original composition by a sixth grade pupil, to illustrate\\nWhittier s Snowbound. 1 The second is an original composition\\nby an eighth grade pupil. Subject, Evening. They were made to\\nbe used in the enrichment of literature papers.\\nPlate XLVI\\nThe design at the left is an ornamental panel, intended to deco-\\nrate the cover of a series of autumn nature studies. It was drawn\\nin ink by a ninth grade pupil. The others are original designs for\\nornamental initials to be used in nature-study papers by ninth grade\\nchildren. The initials were drawn in black and one tone of gray\\nupon a white ground in one case, and upon a gray ground in- the\\nother.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0298.jp2"}, "299": {"fulltext": "BEAUTY IN SCHOOL WORK 183\\nPlate XLVII\\nObject drawing. The problems involved are 1, an interesting\\ngroup 2, good spacing 3, a well-balanced sheet 4, pleasing rela-\\ntions of dark and light. These drawings were made in two colors\\nand black, by ninth year pupils. Notice the effective use of the\\nmonogram in the upper sheet.\\nPlate XLVIII\\n(1) Sheet by a high school pupil, illustrating the correlation of\\nhistory, literature, drawing, and composition. The original was\\ndrawn in lead pencil.\\n(2) Sheet by a normal pupil, illustrating the correlation of na-\\nture study, drawing, literature, and decorative arrangement. In the\\noriginal, the goldfinch was in water-color and the lettering drawn\\nwith a brush.\\nPlate XLIX\\nDrawing in connection with nature study. Studies of a sprouting\\nbean, by a high school pupil. The original was in color. Notice\\nthe arrangement of the spots on the page, and how skillfully the\\ninitials are added to help carry the eye around the corner. They\\nform an important but unobtrusive spot and assist greatly in the\\nbalance of the sheet.\\nPlate XL\\nThe cover for a set of papers on Greek Architecture and Orna-\\nment. An original design by a normal school pupil. The papers\\nwere written upon unruled sheets and illustrated by means of scrap\\npictures, a map, and appropriate end-pieces. This cover was in\\nwater-color, three colors on a cream ground.\\nPlate LI\\nA cover for a set of Greek papers. An original design in two\\ncolors, white and black, by a high school pupil. The design is thor-\\noughly Greek in effect, yet no single element is an exact copy of a\\nGreek original.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0299.jp2"}, "300": {"fulltext": "1 84 SCHOOL SANITATION AND DECORATION\\nLet the last word be that of William Morris\\nWhat I want to do is to put definitely before you a\\ncause for which to strive. That cause is the Democracy\\nof Art, the ennobling of daily and common work, which\\nwill one day put hope and pleasure in the place of fear\\nand pain, as the forces which move men to labor and\\nkeep the world a-going.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0300.jp2"}, "301": {"fulltext": "EXAMPLES OF\\nARTISTIC SCHOOL WORK", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0301.jp2"}, "302": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0302.jp2"}, "303": {"fulltext": "Ul\u00c2\u00bb\\nTfloAJuCrrv,\\nPLATE XXXVII. -A WELL ARRANGED NUMBER PAPER, BY A\\nLOWEST GRADE PRIMARY PUPIL. AN ARTISTIC SPELLING\\nPAPER, BY A SIXTH GRADE PUPIL.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0303.jp2"}, "304": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0304.jp2"}, "305": {"fulltext": "Ttul ulXu^ cure, Ka^ck. cx^i^A. ^ktWxXsl\\nTrUL tjL Cu! i O/ft. TXJLcL 0/r\\\\-d- VA~rKxi-L\\nI t\\np\\nr\\na (l^:\\\\\\nL J\\nsit ti\\nPLATE XXXVIII. A WELL SPACED LANGUAGE PAPER, SEC-\\nOND GRADE. AN ILL ARRANGED AND POORLY WRITTEN\\nLANGUAGE PAPER, SIXTH GRADE.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0305.jp2"}, "306": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0306.jp2"}, "307": {"fulltext": "PLATE XXXIX. STUDIES IN THE MOUNTING OF PICTURES,\\nBY FOURTH GRADE PUPILS.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0307.jp2"}, "308": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0308.jp2"}, "309": {"fulltext": "J*ftl!^ ,M!l ^5f ^m* 9.\\n^\u00e2\u0080\u00a2.rr^i^c- \u00e2\u0096\u00a0Sassi\\nwinm^^H^ .%J4W|g\\n\u00e2\u0096\u00a05*mI K5r^w\\n*l\\npJLi.\\\\yvvc- ruw Vro-L-i cx-ct- to trvx ~v\\\\jl.uj- xo-o-^XcLLKcl\\ni!a^cx% x xxt\u00c2\u00bbxX^i cxt. ut^-vW o~yx crru. o-i LKjl tx/yv\\nr xtcxAX-xt f^cxjL/Yxt\\\\J vxf 4; ^y\\\\ tVxt. L^-o-xJLdL l.Kjl\\nI rxiL- cxx^x-Y^- ^/xX^i,x,x,ctsucL nJt/YY\\\\ J XI t-o LKx-\\nre-xrixX _,^toxu cx^vxcL Cert, -JLo-o-V ~to A_Vxju\\n^bAA.V^Ct ^Jt^jJU ~\u00c2\u00a3c-x oJXL jjt DCHaJLcI CVJJJL U.\\nPLATE XL. A WELL ARRANGED LANGUAGE PAPER, BY AN\\nEIGHTH GRADE PUPIL.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0309.jp2"}, "310": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0310.jp2"}, "311": {"fulltext": "La\\nm\\nU f U\\nUt 6\\nT\\\\^\u00c2\u00ab t\\nla i vd\\n5 IvomJL\\nM-. VDja\u00c2\u00bbte tab\\nill S bphu. IV. jV\\nW,\\nI\\nPLATE XLI. A WELL SPACED HISTORY PAPER, BY A FIFTH\\nGRADE PUPIL.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0311.jp2"}, "312": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0312.jp2"}, "313": {"fulltext": "ruOcrC ULrfX/S li_ppO-rt\\nJ4ru Op.GxTv y^Qi\\nC xC Cji.dL ex. hoo^A^ 1\\nU.3CX* form, pjw-rvc cpal\\nb a buvrt o-rv rvcrrrub\\n1 Kjl. Co u-Attx^.-ryx w xi\\n-V\\n1\\nn\\nm\\nw\\n(llli*\\nI\\nCOtv. -Q.- 1 L^p CLocxX\\nV La ri e cn- utjla Ji a-t rut\\nPLATE XLII. A WELL ARRANGED HISTORY PAPER, BY A\\nFIFTH GRADE PUPIL.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0313.jp2"}, "314": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0314.jp2"}, "315": {"fulltext": "maanmaaMMm\\nPLATE XLIII. ORIGINAL DESIGN FOR THE FIRST PAGE OF\\nA GEOGRAPHY PAPER, BY AN EIGHTH GRADE PUPIL.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0315.jp2"}, "316": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0316.jp2"}, "317": {"fulltext": "LlT(I3O0\\nDOWN INTO\\nEGYPT\\nPLATE XLIV. THE FIRST PAGE OF A SERIES OF PAPERS ON\\nEGYPT. AN ORIGINAL DESIGN BY AN EIGHTH GRADE\\nPUPIL.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0317.jp2"}, "318": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0318.jp2"}, "319": {"fulltext": "PLATE XLV.\u00e2\u0080\u0094 ORIGINAL COMPOSITIONS IN INK WASH, BY\\nGRAMMAR PUPILS.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0319.jp2"}, "320": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0320.jp2"}, "321": {"fulltext": "PLATE XLVL ORIGINAL DESIGNS IN INK WASH, BY NINTH\\nGRADE PUPILS.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0321.jp2"}, "322": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0322.jp2"}, "323": {"fulltext": "PLATE XLVII.\u00e2\u0080\u0094 DRAWINGS IN TWO COLORS AND BLACK, BY\\nNINTH GRADE PUPILS.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0323.jp2"}, "324": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0324.jp2"}, "325": {"fulltext": "A\\\\c QvoUlwwiSft\\ncocv\u00c2\u00bb\\\\ vC\u00c2\u00bb. V.VV. e v\u00c2\u00a3.a.\\nPLATE XLVIII. A DRAWING IN PENCIL, BY A HIGH SCHOOL\\nPUPIL. A DRAWING IN WATER COLOR, BY A NORMAL\\nSCHOOL PUPIL. EXAMPLES OF GOOD ARRANGEMENT.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0325.jp2"}, "326": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0326.jp2"}, "327": {"fulltext": "PLATE XLIX. STUDIES OF A SPROUTING BEAN, BY A HIGH\\nSCHOOL PUPIL.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0327.jp2"}, "328": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0328.jp2"}, "329": {"fulltext": "C RGGK A\\nARC HIT\u00c2\u00a3C TYRE\\nANP ORNAMENT.\\nix*MA ikikik^\\nI\\nij\\nPLATE L.\u00e2\u0080\u0094 ORIGINAL, DESIGN FOR A COVER FOR A SET OF\\nPAPERS ON GREEK ARCHITECTURE, BY A NORMAL PUPIL.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0329.jp2"}, "330": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0330.jp2"}, "331": {"fulltext": "PLATE LI. -A COVER FOR A SET OF GREEK PAPERS.\\nORIGINAL DESIGN BY A HIGH SCHOOL PUPIL.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0331.jp2"}, "332": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0332.jp2"}, "333": {"fulltext": "\u00e2\u0096\u00bad\\nH\\nM\\nX\\nO\\no\\nl-J\\na\\nz\\no\\nr\\no\\nn\\n2\\n2\\nr\\nr", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0333.jp2"}, "334": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0334.jp2"}, "335": {"fulltext": "APPENDIX\\nA CLASSIFIED LIST OF WORKS OF ART SUITABLE FOR\\nSCHOOLROOM DECORATION\\nPICTURES\\nKindergarten and Primary Grades\\nA Distinguished Member of the Royal Humane\\nbociety\\nLandseer\\nAge of Innocence\\nReynolds\\nAn Old Monarch\\nRosa Bo7ihenr\\nBabv Stuart\\nVan Dyck\\nBy the Riverside\\nLe Rolle\\nCan t You Talk?\\nHolmes\\nCaritas\\nThayer\\nCathedral of Pisa, with Leaning\\nTower, Western.\\nChildren of the Shell\\nMurillo\\nChrist Blessing Little Children\\nHoffman or Plockhorst\\nFeeding the Birds\\nMillet\\nHoly Antonius of Padua\\nMurillo\\nHoly Night\\nCorregio\\nLittle Rose\\nWhistler\\nMadonna of the Chair\\nRaphael\\nMilan Cathedral.\\nMother and Child\\nBrush\\nNorman Sire\\nRosa Bonheur\\nRest in Flight\\nKnaus\\nShepherdess Knitting\\nMillet\\nThe Blacksmith\\nFrere\\nThe Connoisseurs\\nLandseer\\nThe Escaped Cow\\nDufire\\n185", "height": "3654", "width": "2314", "jp2-path": "schoolsanitation00burr_0335.jp2"}, "336": {"fulltext": "1 86 SCHOOL SANITATION AND DECORATION\\nIntermediate Grades\\nAngels 1 Heads\\nReynolds\\nAt the Watering Trough\\nDagnan-Bouveret\\nAutomedon\\nRegnaidt\\nBrother and Sister\\nAbbott Thayer\\nChildren of Charles I.\\nVa7i Dyck\\nChristmas Bells\\nBlashfield\\nCologne Cathedral, Germany.\\nDignity and Impudence\\nLandseer\\nHaymaker s Lunch\\nDupre\\nHoly Night\\nLe Rolle\\nHorse Fair\\nRosa Bonheur\\nInfante Don Balthasar\\nVelasquez\\nKahyl\\nShreyer\\nMadame Le Brun and Child (Morning)\\nMme. Le Brun\\nMadonna and Child\\nDagnan-Bouveret\\nMadonna, Child and St. John\\nBouguereau\\nMadonna di San Sisto\\nRaphael\\nOdin (Dog)\\nLandseer\\nOn the Coast near Scheveningen\\nMesdag\\nPaysage\\nCorot\\nPenelope Boothby\\nReynolds\\nPharaoh s Horses\\nHerring\\nPilgrims going to Church\\nBoughton\\nPloughing\\nRosa Bonheur\\nReturn of the Fishing Boats\\nMesdag\\nReturn from the Farm\\nTroyon\\nSt. Mark s Church, Venice.\\nShepherdess\\nLe Rolle\\nThe Gleaners\\nMillet\\nGrammar Grades\\nAmiens Cathedral, France.\\nA Morning Landscape Corot\\nAurora Guido Rem\\nCapitol at Washington.\\nChrist in the Temple Hoffman", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0336.jp2"}, "337": {"fulltext": "APPENDIX\\nI8 7\\nChurch of Santa Maria della Salute.\\nDance of the Nymphs\\nCorot\\nDucal Palace, Venice.\\nEquestrian Statue of General Colleoni\\nVerrocchio\\nFighting Teme raire\\nTurner\\nGrand Canal and Rialto Bridge, Venice.\\nHarvest Moon\\nMason\\nHouses of Parliament, London, or New Palace\\nof Westminster.\\nIn the Meadow\\nLe Rolle\\nMadonna of the Shop\\nDagnan-Bouveret\\nMadonna Gran Duca\\nRaphael\\nMount Vernon.\\nNotre Dame Cathedral, Paris.\\nPorta Della Carta, Venice.\\nPortrait of Rubens\\nRubens\\nQueen Louise\\nRichter\\nReading from Homer\\nAlma-Tadema\\nShaw Memorial\\nSt. Gaudens\\nSir Galahad\\nWatts\\nSt. Cecilia\\nRaphael\\nTemperance\\nBume-Jones\\nThe Alhambra, Granada, Court of Lions.\\nThe Golden Stairs\\nBume-Jones\\nThe Haymaker\\nAda7i\\nThe King of Rome\\nGreuze\\nThe Quest of the Grail Series\\nOath of Knighthood\\nAbbey\\nRound Table of King Arthur\\nAbbey\\nThe Shepherdess\\nMillet\\nThe Sower\\nMillet\\nThe Taj Mahal, India.\\nThe Water Carrier\\nMillet\\nVirgin Enthroned\\nAbbott Thayer\\nVirgin, Infant Jesus, and St. John\\nBotticelli\\nWashington\\nStuart\\nWestminster Abbey, London.", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0337.jp2"}, "338": {"fulltext": "1 88 SCHOOL SANITATION AND DECORATION\\nHigh School\\nA Doge of Venice\\nAngels\\nAngel Trumpeters (colored)\\nAngelus\\nAppian Way, Rome.\\nApproach to Venice\\nArch of Titus.\\nBreaking Home Ties\\nCanterbury Pilgrims\\nCastle of St. Angelo and the Tiber.\\nChrist and the Rich Ruler\\nCirce\\nDiana s Bath\\nDuomo and Campanile, Florence.\\nElizabeth Bas\\nEvolution of the Book (series of six)\\nFrieze of the Prophets\\nGovernment (series of five)\\nJeanne d Arc\\nJulian\\nLady Hamilton\\nLast Supper\\nMoses\\nMosque of Omar, Jerusalem.\\nNapoleon at Waterloo.\\nPortrait of his Mother\\nPrimavera\\nPrinces in the Tower\\nRoman Forum. View from Colosseum.\\nSt. Michel and Satan\\nSt. Michel and Satan\\nSouPs Awakening\\nSybils.\\nThe Days of Creation\\nThe Vintage Festival\\nUlysses deriding Polyphemus\\nBellini\\nFarli\\nFra Angelico\\nMillet\\nTurner\\nHovenden\\nBlake\\nHoffman\\nBume-Jones\\nCorot\\nRembrandt\\nAlexander\\nSargent\\nVedder\\nLe Page\\nMichel Angelc\\nRomney\\nDa Vinci\\nMichel Angelc\\nWhistler\\nBotticelli\\nMillais\\nGuido Rent\\nRaphael\\nSant\\nMichel Angelc\\nBurne-Jones\\nAlma-Tadema\\nTurner", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0338.jp2"}, "339": {"fulltext": "APPENDIX\\n189\\nView of Acropolis and Parthenon.\\nView of Arch of Constantine.\\nView of Erechtheum and Caryatid Porch, Ionic Order.\\nView of Isle of Philae and Pharaoh s Bed.\\nView of Pantheon.\\nView of Sphinx and Pyramids.\\nCASTS\\nKindergarten and Primary Grades\\nBambino From Children s Hospital, Florence.\\nBambino From Children s Hospital, Florence.\\nCat Fremiet\\nCherub From Tomb of Henry IV.\\nCherub From Tomb of Henry IV.\\nCock Fremiet\\nElephant Barye\\nLion Barye\\nMadonna and Child.\\nMadonna and Child.\\nMadonna and Child Andrea delta Robbia\\nRabbit Fremiet\\nSeraph.\\nSinging Cherubs.\\nSt. John Bargello\\nSt. John, in Boyhood.\\nIntermediate Grades\\nChoir Boys, or (Seven Boys singing from One Book.) Luca delta Robbia\\nColumbus Canova\\nElephant (running)\\nFaun\\nFlight of Time\\nLion\\nMadonna and Child\\nMaiden of Lille\\nBarye\\nPraxiteles\\nWilliam Hunt\\nBarye\\nBargello, Florence\\nAttributed to Raphael", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0339.jp2"}, "340": {"fulltext": "190 SCHOOL SANITATION AND DECORATION\\nMorning Thorwaldsen\\nNight Thorwaldsen\\nNun Seated.\\nSt. George Donatello, Florence\\nSt. John From the Pinacoteca, Florence.\\nTriumph of Alexander Thorwaldsen\\nVenus of Melos From the Louvre.\\nGrammar Grades\\nAngels.\\nAngels.\\nAngels Bearing Wreaths From San Zanobia s\\nMonument in the Duomo, Florence.\\nAngels with Musical Instruments From the\\nFront of an Altar in the Church of San Tro-\\nvasso, Venice (fifteenth century).\\nApollo in a Chariot.\\nApollo Belvedere At Rome, or the Vatican.\\nBear (dancing) Barye\\nChariot Race (Ouadriges).\\nChariot Race (Quadriges).\\nChoir Boys, or (Five Boys singing from One Scroll.) Luca della Robbia\\nDavid A. Mercie\\nDiana of Versailles From the Louvre.\\nHypnos Original in British Museum.\\nMoorish Panel From the Alhambra.\\nMoorish Panel From the Alhambra.\\nNike, or Victory, untying Sandals Praxiteles\\nNike, or Victory of Samothrake From the\\nLouvre.\\nNubian Girl.\\nPanther Barye\\nPortrait Antonio Pollajolo\\nScroll, with Griffins.\\nSlave Michael Angelo\\nSphinx From British Museum.\\nVictory, or Nike From National Museum,\\nNaples.", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0340.jp2"}, "341": {"fulltext": "APPENDIX\\n191\\nHigh School\\nApollo and the Muses.\\nBacchante From Capitoline Museum, Rome.\\nCapital From the Alhambra.\\nChoir Boys, or (Six Boys playing on Trumpets;\\nFour Children dancing.)\\nMenos Procession, the Nine Muses.\\nMoorish Panel From the Alhambra.\\nMoorish Panel From the Alhambra.\\nNike decorating a Trophy From the Balus-\\ntrade of the Temple of Nikd Apteros,\\nAthens.\\nParthenon Frieze, Slabs from Western Frieze.\\nSt. Cecilia.\\nSavonarola.\\nSix Children playing on Cymbals\\nAugustus (young).\\nDante\\nHermes, Olympian\\nHomer {Naples)\\nJupiter, or Zeus of Atricoli From the Vatican.\\nMinerva Giustiniani In the Braccio Nuovo of\\nthe Vatican.\\nNarcissus From National Museum, Naples.\\nSophocles From Lateran Museum.\\nUnknown Woman From the Louvre.\\nLtica della Robbia\\nLuca della Robbia\\n{Naples)\\nPraxiteles", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0341.jp2"}, "342": {"fulltext": "", "height": "3676", "width": "2308", "jp2-path": "schoolsanitation00burr_0342.jp2"}, "343": {"fulltext": "", "height": "3654", "width": "2374", "jp2-path": "schoolsanitation00burr_0343.jp2"}, "344": {"fulltext": "", "height": "3768", "width": "2406", "jp2-path": "schoolsanitation00burr_0344.jp2"}}