xt7m0c4snc75 https://exploreuk.uky.edu/dips/xt7m0c4snc75/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1950-03 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "School Sites", vol. XVIII, no. 1, March 1950 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "School Sites", vol. XVIII, no. 1, March 1950 1950 1950-03 2022 true xt7m0c4snc75 section xt7m0c4snc75        
   
 
    
   
    
    

0 Commonwealth of Kentucky 0

”EDUCATIONAL BULLETIN,
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SCHOOL SITES

 

Published by

y
;, . DEPARTMENT cur- EDUCATION.

BOSWELL B. HODGKIN
Superintendent of Public Instruction

 

 

 

 

 

ISSUED-MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. XVIII March, I950 No. I

   

  

 

FOREWORD

There is presented in this number of the Bulletin a statement of
need, the reason for the need and the apparent trend in extending the
use of the school plant. Such extended use will involve more space.
The increase of the space need applies particularly to the school plot.
Guides are stated and many items of suggestions are listed for the
use and aid of individuals and boards of education in planning activi-
ties of the school plant and especially the recreational part of the
school program. In doing such planning, it should be kept in mind
that recreation is any activity which will provide refreshment and
relaxation from the usual routine of work. Reading, conversation,
listening to music, creating things with the hands, or watching a
play are often as much recreation as playing one of the many kinds
of ball games. The habits and disposition of the individual have
much to do with the determination of the recreational activity with
which that person could profit most.

This was prepared by the personnel of the State Department of
Education who administer the program of buildings and grounds.
I recommend that it be published and distributed for the use of school
administrators interested in providing more useful educational and
recreational programs for their schools.

March, 1950
BOSWELL B. HODGKINS
Superintendent of Public Instruction

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INCREASING THE USE OF THE SCHOOL PLANT

Community life is gradually changing today from what it was
a few years ago. We have become more community conscious in that
we have found that by joining with our neighbors and neighborhood
with neighborhood we can provide many things which were im-
possible if we worked as individual units.

More and more communities are organizing councils such as
youth groups, recreation committees, adult education activities,
forums, and many other similar projects. The purpose of these
is to provide a richer and more worthwhile environment in which
to live.

The typical public school has not done as much as could, and
probably should, be done in an attempt to serve the needs of all the
people of the community which the school represents.

Regardless of the past, the school of the future should become,

and in many instances is now becoming, a more potent factor in
community welfare.

The great need for such a service is shown by the growth of com-
mercial amusement business to fill the hours of leisure. There are
many people who have not developed in themselves a satisfying means
of occupying their nonworking hours and who must pay to be
entertained. In this fact lies a challenge to every public school of
our state.

One of the greatest threats to society in our democratic way of
life is the difficulty which the masses have in understanding the
intricate problems which they must face as citizens. Our public
schools should assist in this matter by supplying opportunities for
continuous learning by adults. No other institution is in such a
position to do this as effectively. New scientific developments are
constantly causing our citizens concern in their work of earning a
living, both in their manufacturing and farm operations. There are
many more people who need to readjust themselves vocationally than
is generally known. The schools of the community should be in a
position to help in such situations.

In addition to adult education and recreational needs, there is
a need in most communities to provide for the school children worth-
while activities when school is not in session, as well as beyond those
now offered while the school is in session. Usually there are in rural
communities few satisfactory places for play and recreation except
at the school. When school closes in most communities there are often
periods when children and youth are left to shift for themselves.

3
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Education does not stop when the school closes. It continues in all
activities. That which the school has striven to build by its regular
program may be quickly torn down outside of school by less desirable ‘
gathering places and the street corners. The school cannot ignore
its responsibility to provide a program of worthwhile opportunities
for work and play at all times.

During the past few years rural communities have been providing
more opportunities for recreation. There are many outstanding
examples of schools in such areas that are doing much for community
life. Home economics equipment is used by housewives for canning
purposes. Quick freeze equipment is provided at the school and used
by all. Shops are available for the repair of farm machinery. Librar-
ies are open and available. The school grounds, auditorium and
gymnasium are centers for all kinds of community activities—sports,
plays, music, forums, lectures, dances, picnics and many other ac-'
tivities.

Because school plants can be made available for more extended
use is not sufficient reason for such use. Any community which may
suddenly decide to keep schools open after school hours and during
the regular vacation period would probably find little use made of ~
them. Before such action is taken, a carefully planned program should
be decided upon. It may require a considerable period of time to
develop the desired use and the needed participation of the com— 4
munity. Such facilities are not an end in themselves. They are the
means through which important needs may be met in providing de-
sirable educational and recreational activities for both the youth and

adults of the community.
The increased costs of providing the personnel, space and equip-

ment for such extended use of the school plant has caused many boards
of education to hesitate to make such use a part of the regular activ-
ities of the district. Since the desirable regular school program today
requires more space in the building and on the school plot, boards
of education are being urged to increase the school plot acreage, both
for new and for enlargement of old grounds, where at all possible.
When the space has been provided, the communities may by fees
charged for the extra service and by cooperation of city councils and
fiscal courts provide funds to pay the extra expense of operation.

In most instances it seems it is not a matter of deciding on who
shall provide for the community needs, but of deciding that they shall
be made possible and put into operation. In a large majority of the
cases the school is the agency that is in the best position to develop
a desirable program of recreation coordinated with the program of

4

  

      

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education. The needs are very great. Life can be made richer for
both adults and the children through a well planned and well or-
ganized program centered in the schools. It is realized that it costs
money and effort to make full use of the school plant. To provide,
maintain and operate these plants for school purposes alone involves
large investments. But, the purpose for which they are designed is to
educate children, the most valuable product of any community. Such
schools deserve and must have our sincere efforts. They should have
the most consideration in money and time of all citizens of the
community, if the other business enterprises are to succeed.

The present trend indicates that the empty playground and the
vacant school building for any considerable period of time will soon
become rather rare for many communities.

SCHOOL SITES
Trends

A site for the school building should be considered as important
to the educational program as are class rooms and other instructional
areas. Much of the physical education, recreation, and other activi-
ties in connection with this phase of educational program, are carried
on out of the school building. The facilities of the school are often
used by adults of the community for educational and recreational
purposes.

Trends in the development of school grounds may be listed as:
follows. (1) more acreage per school; (2) greater utilization of the
site; and (3) school and community use of the property.

1. More acreage per school. It was not until about 1940 that
larger sites were considered necessary. About 1940 to 1945 the
recommendation for an elementary school was one acre per class
room and a minimum of ten acres for a high school. Recently, the
recommended size has been increased to a minimum of 20 acres for
an elementary school of several teachers and as much as 50 or more
acres for high school use. There are several districts in the state
where elementary schools are located on ten acres and one place
where an elementary school is on a 40-acre plot.

During the last few years, boards of education have seen fit to
increase the size of sites for the new high schools which they are
either erecting or are planning for the near future. It became neces—
sary to increase the size of the site in order to provide ample space
for the activities contemplated for the school programs. In these
districts the activities on the site are planned in the same manner
as are the activities in the building. Many new county high schools

5

   

    

are being located on at least 25 acres and there are at least two high
schools being located on plots of 50 or more acres.

Some boards of education have found it advantageous to purchase
larger tracts than will be needed for the school site because the owner
of the property was not interested in reducing his acreage but would
sell the total of his holdings when they were around 100 to 150 acres.
These boards plan to sell that part which will not be needed for their
school program when it is developed, by dividing it into good-sized
lots for individuals who desire to live in the neighborhood of the
school. They are of the opinion that the extra land in each instance
can be sold so that the plot on which the school is located will be
secured at a very low cost to the board.

2. Greater utilization of the site. There are many reasons why
school plots must be larger. Athletic and recreational activities have
made it necessary to have more roadways and parking spaces. There
is need for hard surface areas such as courts for both approaching
the building and for use of student activities. Small children in
the kindergarten and first grade should be segregated from the
other pupils in a quiet area so that they may play without too much
disturbance. Space should be so allotted that programs for both boys
and girls can be carried on at the same time.

3. School and community use of the property. In many
schools the outdoor and physical education programs will extend be-
yond the school period for such a length of time as will require flood
lighted areas for football and baseball grounds. A few years ago
swimming pools on school grounds would have been considered a
luxury, but today they are coming into use at a rapid rate. Not so
long ago a permanent concrete bleacher would have been considered
a luxury, but in today’s planning the portion beneath the seats is
being utilized for dormitory space, band practice, and for shower
and locker facilities.

 

Some districts in the state are making plans for increasing their
recreation and physical education activities. They have provided
facilities in these instances for all-season indoor and outdoor recrea-
tion which can be used by the school district. Such activities include
larger sport court areas, gymnasium activities, interscholastic compe-
tition, instructional use, swimming, pageantry, festivals, exhibitions,
and concerts. On some of the larger tracts, space is being reserved
for future development of community pageants, camping and any
other facilities that may be planned in the future for educational
and recreational purposes.

   

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Factors in Site Selection
1. What activities will take place on the site?

2. How much space will be required for these activities?

3. Will the site be used by Community activities?

4. How much of the total area will be occupied by the building,
including planning, landscaping, etc?

5. How much area should be set aside for future expansion?

6. Will children be transported to the school?

7. ls the soil suitable for educational purposes?

8. Is the drainage adequate?

9. ls the site free from encumbrances?

10. Does the location fit into the regional highway planning and

community street planning?

Characteristics of a Good Site

A site plan represents a combination or fusion. so to speak, of
many factors. The layout should be the result of a thorough study
of the potentialities of the site for a desired program to be carried
on and in keeping with local financial ability. The site should be so
located as to get the best of sun, breeze, topography, and pleasing
views, if it is to afford the most eifcctive and economical use of the

land. If this is to be done in the most effective manner, the individual
making the plan should prepare a general development study. This

study should indicate the location of the building units, play fields,
outdoor gymnasiums and other active places, natural study areas,
athletic fields, apparatus areas, trees and shrub grouping, fencing
parking areas, drives and walks.

All building and site development plans should be kept in the
preliminary stage until a complete unification of the building and
site has been achieved to the satisfaction of the owner and approval
agencies.

In making these plans, the planner should not overlook the ne-
cessity for relating outdoor and indoor facilities. Drives and walks
must integrate the approaching streets with the building entrances,
service and unloading points, parking areas, and play field areas.
Parking should be provided adjacent to the wing of the building
that houses the auditorium, meeting rooms, arts and crafts room, and
other facilities that are to be used by the community.

Outdoor paved multiple—use court areas for tennis, basketball.

volley-ball, and general play should be situated near the building and
parking areas.

 
  

   
  
  
  
    
  
    
   
  
  
   

  

When detailed construction drawings have been prepared there
should be coordination of such items as grading, drainage, water ex-
tension, utilities, etc.

No school plant can conduct a good educational program under
crowded and unsuited conditions. Poorly designed properties re-

sult in limited use, unsightliness and expensive maintenance. Where
boards of education have a good site and have as their ideal the opera-

tion of a desirable school and community program on that site, costly
mistakes can be avoided and fine community facilities can be assured
if boards of education employ a site planner to work with their archi-
tect so as to best translate the educational program into plans by
which the most effective use of the site may be made for indoor and
outdoor school facilities.

The minimum areas which are likely to be required for any de-
sirable minimum educational program are spaces for structures, park-
ing, drives, walks, and certain open spaces. All. of these should be
carefully planned and related in order to achieve their highest func-
tion,

Site Planning

Because the activity areas of school sites are so often not planned
in advance of the planning of the building, many situations not con-
ducive to their best use are created that are impossible of correction.
In such cases the planning of the use of the grounds must await com-
pletion of the building. This lack of advance planning may mean‘
that opportunity for the best development is lost. A good site plan
is fundamental to a good final result and no matter how fine the
building, how green the lawn, or how handsome the plantings, there
can be no fine result based on an ill-conceived or handicapped layout.

Frequently, the building project is not completed at the beginning
but is gradually completed over a period of years. A good site plan
under these circumstances can never be foreseen with entire surety.
The site plan, therefore, should provide a reasonable degree of flexi-
bility. A very good means of giving flexibility under such circum-
stances is to plan the various spaces, such as facilities for service,
athletics, and the dilierent phases of education as compactly as is
deemed functionally good and leave adequate open territory between
these planned spaces. In this way, opportunity for expansion will
be provided. 4

In many instances, sloping and otherwise irregular sites must
be used. Under such conditions, it is important that the building to
be erected on such plot be so designed that full advantage may be
taken of such a complex site. When such conditions prevail, this

8

    

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must be done so that the construction will take place in stages as
the need arises. It is very important that in moving of earth from
one place to another it be done in such a manner that it will be
placed in a more or less permanent position for future plans at its
first movement. A case study of such a situation may often reveal
the possibility of moving of earth with fine results at minimum ex-
pense. This sort of problem is one which may require the services
of an experienced landscape architect.

Under such circumstances, consideration may well be given to
the elimination of outside steps wherever possible. Steps tend to
retard movement and in many cases may be readily replaced by ramps.
It should be kept in mind, however, that a ramp may be very danger-
ous if it is so located that it becomes slick for any considerable time
during freezing weather.

Where steps must be used they may be designed on a different
plan from those used within the building. Since those used within the
buildings are rather steep, for the high riser and narrow tread are
used in order to conserve costly building space, no such restrictions
should limit the steps that must be used in different places on the
site. These steps may be built with more risers and longer treads.
We have noticed some risers of six inches and a tread of 12 to 15
inches. This seems to be a good relationship for this outside problem.

Where there are differences in elevation to be overcome use
of retaining walls in place of steep banks should be considered. Walls
involve heavy initial expense. But steep banks have their serious
drawbacks. They are not usable for any school purpose and they may
occupy much space and are areas that are very costly to maintain.
Much thought should be given to the use of a retaining wall because
in many cases a properly designed retaining wall may be the eco-
nomical solution when the result secured by such a retaining wall is '
considered over a long period of time.

Factors in Site Planning
Factors in site planning that must ‘be considered in every school

development are location, size and shape, physical characteristics, re-
lation of the building to the site, and utility installation.
Location i
The site should be centrally located for the student population,
and be accessible to the children without their having to cross hazard-
ous highways or railways. It should not be isolated by physical bar-
riers, such as industrial belts, streams and impediments to travel.
The environment of every school should provide to the greatest
possible degree (a) safety and healthful conditions for the children

9

  

   

 

and teacher While on the school grounds; (b) freedom from disturbing
noises, such as those produced by trucks, automobiles, railway and
airplane traffic; and (c) surroundings pleasant to the eye that will
tend to create a feeling of pride rather than disrespect, and a feeling
of happiness and contentment rather than one of unrest. The school
building is the child’s home for a very large portion of his life.

Community use of the school building will be important. When
possible, schools should be located convenient to availabe living quar-
ters for the teaching, administrative and custodial staff.

In school districts where it is anticipated that there will be a
growth of population, sites should be so located as to avoid undue
overlapping of areas to be served by each school. In attempting to
determine the geographic boundary, the following listed factors should
be considered:

The type of schools and the grade range in each;
The probable residential development as it may aficct

'the number of children;

Whether or not children will be transported;
Hazards which affect accessibility of the school.
Size and Shape

The site must be adequate to provide space for areas and facili-
ties needed for the present program and for possible future enlarge-
ment. It should be designed as a center for recreation of all age
groups, after school hours and during the summer. Activities in
physical education, recreation and organized games are essential to
the complete educational program. Through these activities, as a
part of the educational program, the children may develop into good
citizens and thereby contribute to the economic and social life of
their respective communities.

Activity Areas
Activity areas which require constant supervision should be
located near a central point of control. Those areas having close. re-

lationship, or areas which are used by the same age groups, should be
placed close one to the other, Facilities for spectators should be close
to the parking areas. '

Kindergarten
A separate kindergarten area adjacent to and directly acces-

sible from the kindergarten room.

Develop this area to include unpaved level open space, par-
tially shaded if possible, for playing informal group games as
“drop the handkerchief”; paved space sufficiently large for
playing informal group games immediately following inclem-

10

 

  

  
 

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.7

ent weather and for using tricycles, wagons, and other Wheeled
toys; space for outdoor equipment such as a jungle gym, slides,
swings, low horizontal bars, etc. ; and space for a sandbox.

Lower Elementary

A separate area for the lower elementary-school grades (I and
II), accessible from classrooms used by these grades but far
enough removed to avoid disturbing classroom activities if
play periods are scheduled at different times for different class
groups.

Provide unpadded level open space for playing informal
games; paved space for playing informal games immediately
following inclement weather, for laying out hopscotch courts
and shuffleboard courts, and for playing With Wheeled toys;
and space for playground equipment, such as a jungle gym,
slides, swings, low horizontal bars, sandboxes, etc.

Upper Elementary

A separate play area for the upper elementary-school grades
(III to VI), accessible from classrooms used by these grades
and the gymnasium but far enough removed to avoid disturb-
ing classroom activities when the playground is in use.

Provide sufficient area to permit separate groups of boys
and girls to engage in informal games as well as organized
games and sports. The development of this play area should
include provisions for a paved outdoor basketball court, paved
tennis courts, a baseball diamond with 45 feet between bases
for pupil use and 60 feet between bases for adult use, a large
unobstructed play area for playing touch football and other
similar games, and space for a grass-surfaced croquet court.
Where site conditions permit, a tree-shaded area for outdoor
instruction, class picnics, etc.

Locate this area as far from the building as site conditions
will permit. An outdoor oven is desirable.

Girl’s Area

Girls of the secondary school division should be provided with
considerable areas for such games as softball, volley ball, bad-
minton, archery, field hockey. A similar section for boys should
have facilities for such play period activities as softball, volley
ball, badminton, basketball, baseball, football, and track and
field events.

Sizes of activity areas should be determined in view of physi-
cal-education, recreation, and outdoor-instruction aspects of the
program planned for a particular school in question. The Na-

11

  

  

 

 

 

 

 

 

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tional Recreational Association indicates that the minimum
average unit areas which will adequately serve the recreational
needs and interests of varying numbers of children vary from
500 sq. ft. per child for a child population of two hundred, to
227 sq. ft. per child for a child population of twelve hundred.

Location

Location of activity areas and recreational equipment Within
areas should be in terms of the following requirements:
Isolation of activity areas for different age groups (Kinder-
garten, Grades I—II, Grades III-VI).

Protection of children using activity areas against injury
due to hazardous traffic conditions on surrounding streets and
on school driveways.

Protection of children against injury due to the inter—
ference among various types of recreational equipment; e.g.,
avoid placing swings near fences or walkways.

Surfaces

Use

Playground surfaces should be specified in accordance with
the following requirements:
1. Unpaved areas——
Minimum possibility of injuries to pupils
Minimum damage to clothing .
Minimum tracking of dirt from the playground from ac-
tivities areas into the building
Minimum transmission of dust from playground areas
to the building interior
Minimum maintenance and repair
2. Paved areas—
Minimum abrasive action as regards wear on shoes, etc.
Minimum maintenance and repair
Economical construction costs
Minimum reflection of sunlight

Ample use of play areas. Frequently there is not sufficient
space to provide areas for boys and girls. In small schools
one field may be used for football and other activities and
scheduled so as to serve a combined age and sex group at
different periods.

For elementary schools of four or more teachers, there should

be provided a minimum site of five acres, plus an additional acre for
each hundred pupils of predicted ultimate maximum enrollment. On
this basis, an elementary school of 200 pupils would have a site of

    

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at least seven acres. For junior and senior high schools there should
be provided a minimum site of ten acres, plus an additional acre for
each hundred pupils of predicted ultimate maximum enrollment. On
this basis a school of 500 pupils would have a site of at least 15 acres.

If a combined elementary and high school is being planned, the
acreage should be determined separately and added for the combined
school.

The site should have sufficient frontage to permit a proper de-
sign, adequate walks and driveways. It is desirable to have elementary
play areas close to the building. A site that is very deep and narrow
will not provide a good arrangement for the areas needed. Generallv
a site of 3 to 5 ratio of width to length will permit a SftleflCtOI‘V
arrangement. This does not mean, however, that excellent LIlauge-
ments will not be obtained for a specially designed building for ir-
regularly shaped sites.

The problem of its site size will vary in accordance with the
needs of the different school organizations. The figures cited herein
should be taken as minimums in rural territory Where more space is
available. It must be recognized that each type of situation will have
its own specific needs which must be studied before sites should be
chosen.

In the older cities and the mountain territory in which the prob-
lem of obtaining suitable acreage is acute, it will be necessary to
study land use and the probable development of the community in
determining the space that can be made available. It is urged that
these territories acquire sites at least of the minimum size where it
is at all possible to do so. Location of school sites adjacent to exist-
ing parking and recreational areas may make it easier to provide
the required acreage. Each case should be studied by developing
the actual site layout to include areas for unorganized play for various
age groups, organized games with play fields conforming to strict
specifications and with enough fields for each sport to meet the needs
of boys and girls. These needs should be determined for the maxi-
mum number of groups to be accommodated, for practice fields, park-
ing for pupils and stalf, visitors and spectators at games, drives,
walks, the building of future additions, plus 30% additional usable
area for unforeseen needs of the future.

Physical Characteristics

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