AN EIEMENTART SCHOOL
for
BROOKLIU, MASSACHUSETTS
by
ALBERT CHARES HAERY
A. B., University of Nebraska
(1948)
B. Art. Arch.,, University of Nebraska
(1949)
SUBITTiD IN PARTIAL FULFILLMENT OF TE
REQUIREMNTS FOR THE isms or
MASTER IN ARCHITECTURE
at the
MASSACHUSETTS INSTITUTE Of TECHNOIOGY
I
(1950)
LARENCE B. AMIORSON
Real of the Department of Architecture
14 hiswick Road
Brookline 46, Mass.
July 11,l1950
Professor Herbert L. Beckwith
School of Architecture
Mass. Institute of Technology
Cambridge 39, Massachusetts
Dear Professor Beckwith:
I hereby submit for your approval the subject of my thesis,
"An lementary School for the Town of Brookline, Massachusetts.'
In this study, I will endeavor to investigate most of the factors
involved in school design -. research, determining school enroll'ment, site selection and design, long-range planning, flexibility
and expansibility, acoustics, lighting, heating and ventilating,
cost and the mental and physical welfare of the pupils.
The problem, which will be developed in consultation with
Dr. Rexford Souder, Assistant Superintendent of Schools of Brookline,
involves a one-room per grade (K-6) school in the first stage of
construction and will develop into a two or three room per grade (.-8)
school in its later stage or stages. I will design for the final
stage keeping in mind the steps in the expansion. The expansion
will be a result of the future school membership from the potential
housing which takes place as large estates are rezoned and subdivided in the southwest section of the Town of Brookline.
There are so many elements of architecture, engineering and planning that are a part of designing a school, regardless of the sise
of the school, that I feel it is one of the most beneficial problems
for a Master's Thesis.
Sincerely,
ALBERT C. HAMRSKY
MASSACHUSETTS INSTITUTE OF TECHNOLOGY
SCHOOL OF ARCHITECTURE AND PLANNING
77
MASSACHUSETTS
AVENUE.
CAMBRIDGE
39.
MASSACHUSETTS
July 17,
1950
Mr. Albert C. !Hamersky
14 Chiswick Road
Brookline 46, iiassachusetts
Dear Mr. Hamersky:
The 6chool is very glad to accept your proposed subject for
a .aster's Thesis, "An Elementary School for the Town of
Brookline, Lassachusetts".
The subject is an appropriate one and you are fortunate to
be undertaking the study with the collaboration of Dr. Jouder
and to serve Brookline's excellent educational program.
It would be desirable to arrange a conference with the Thesis
Committee in the near future.
Sincerely yours,
cI1mith->
Herbert LB
Professor of Architecture
TELEPHONE
KIRKLAND
7.6900
V
Many helpful criticisms and suggestions received by the
author have been of value in this study, and grateful
acknowledent is hereby made.
Particular thanks are due the following persons and
groups:
The Paculty of the School of Architecture and Planning,
M. I. T.
the Graduate Students in Architecture. M. I.
T.,
class
of 1950.
Dr. Rexford Souder, Assistant Superintendent of Schools,
Brookline, Massachusetts.
Ernest R. Caverly, Superintendent of Schools, Brookline,
Massachusetts.
Walter Devine, Town
ngineer, Brookline, Massachusetts.
Homer W. Anderson, Graduate School of Education.
Harvard University.
Mrs. Gannon, Secretary to Assistant Superintendent of
Schools.
Mr. Warren, Park Commissioner, Brookline, Massachusetts.
vi
Mr. Lawrence, U. S. Pederal Bureau of Census.
Gorhan Dana, Chainan, Brookline Planning Board.
To Eleanor Hamersky, the author is grateful for her
cheerful assistance in matters of editing and
stenograp)y.
vii
TABLE OF CONTENTS
Letter of Submittal . . . . . .
Letter of Approval
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iii
iv
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Acknowledgments
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Introduction
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1
The Community . . . . . * . . . .
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History and Characteristics . .
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10
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12
History of Brookline Schools
Present School Districts . . . . . .9
School District of the Proposed F'uture School
future
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. . . . . . . .
. .* * *
Brookline Schools
.
Population and Birth Rate . . .
Population
Birth Rate
. .
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13
15
15
20
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27
. . * . . . . .
. * . . . . . ..
Future School Enrollment
.
Present Housing . . . . . . . . . . . . . . .
Land Development and Building Construction
32
32
39
39
42
51
.9
Vacant Lots
* * * . * * . * * * * . .* *
.
. . . . . . . .
Subdivision of Estates .*
Subdivision of Estates by Changing Zoning
Enrollment Projected by Birth Rate
.9
.0
.
Possibilities For a School Plant
The Problem . . . .
The site
. . .
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.
. . . .
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. . . . . .
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.9
57
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62
65
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Selection
.0 .* * 0
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* 0
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. . . . . *
.
future Long.Range Planning for the Town of Brookline
The Uses for the Lars Anderson Estate . . . . .
. .
.
0
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.
66
70
73
viii
Educational Program . . . . . . . . . . . . . . . . . . . .
75
Space and Room Requirements . . . ..
80
. .........
stage 1
Stage II . . . . . . . . . . . . . . . . . . . . . . . .
81
95
Climate and Weather . . . . . . . . . . . . . . . . . . . . 114
Climatic Characteristics . . . . . . . . . . . . . . . . 115
Sunary of Climatic Conditions ............
. 115
Sun Angles . . . . . . . . . . . . . . . . . . . . . . . 118
Bibliography
. . .
. . .
. . . . . . . . .
. .
. . . . . . 119
ix
ILLUSTRATIONS
. .
. .
PIGUE I
Location of Brookline
PIGURE II
Present Elementary Schools . . . .
FIGURE III
Proposed and future Elementary Schools . . . . . 17
FIGUBE IV
Boundaries of School District
FIGUET V
Birth Rates
FIGUE VI
Pupil Distribution . . . . . . .
*
FIGURM VII
Land Use and Zoning
. . .
*
.
.
..
.
.
.
. .
.
.
.
.
.
11
. . . . . 16
.
. . . .0 .19
* . . . . 25
* .
.
.
. .
. . . .29
0 0
35
FIGUE VIII Site Selection . . . . . . . . . .
. . . . . 69
FIGURE Il
ftture Long Range Plans
. .
FIGURE X
Space Requirements:
Stage I . . .
. . . .0 .82
FIGURE XI
Space Requirements:
Stage II
. . . . . 96
TABLE I
Population of Brookline
TABLE II
Birth Rate of Brookline
TABIE III
Changes in Birth Rate Affecting School Enroll..
.
.
.
.
.
.
. . .72
22
. .
.. . .
ment in Town of Brookline
TABL IV
.
24
.. . .
* * * * *. . .
.. .
30
Projected School Enrollment Duo to Present
Housing . . . . . . . . . . . . . . . . .
TABLE V
:Brookline Zoning By-Law
TABLE VI
Ratio of Present School Enrollment in Each Zone
in the Proposed District
0
. .
0
. . . . . . .
. . . . . . .* * *
33
36
. 38
x
TABLE VII
Increase in School Enrollment Due to Use of
Vacant
TABIE VIII
TABIE IX
Lots . . . . . . . * * .*
* * *. .
Number of Dwellings That Can Be Constructed
by Subdivision of Estates-Present Zoning
.
40
..
41
Increase in School Enrollment Due to Subo.
division of Estates---Present Zoning . . . . .43
TABLE X
TABLE XI
Number of Dwellings That Can Be Constructed
by Subdivision of Estates-Changing Zoning
from 7 G to one-half 7 E and one-half 7 F.
.45
Increase in School Enrollment Due to Subdivision of Estates--Changing Zoning from
7 G to one-half 7 E and one-half 7 F . . . ..
TABI
XIII
Number of Dwellings That Can Be Constructed
by Subdivision of Estates-Changing Zoning
7G to one-quarter 7 X, one-quarter 7 1, and
one-half 7 D . . . . . . . . . . . . . .
TABLIE IIII
48
. . . . ...
. ..
*
.49
. * * 0 *
Number of Dwellings That Can Be Constructed
by Subdivision of Estates-Changing Zoning
7
TABLE XV
..
Increase in School Enrollment Due to Sub..
division of Estates-Changing Zoning 7 G to
one-quarter 7 E, one-quarter 7 P, and one-
half 7 D
TABIE XIV
46
G to
. . . * * * . . . . . . . . . .
7 D
.50
Increase in School Enrollment Due to Sub.division of Estates--Changing Zoning 7 G
to 7 D
TABLE XVI
TABLE XVII
. . . . . . . . . .
. .
. . . . . .*
. .50
Projected School Enrollment Due to Present
Housing and Occupancy of Vacant Lots . . . ..
Projected School Enrollment Due to Present
Housing, Occupancy of Vacant Lots and Subdivision of Estates by Present Zoning .
52
. . 53
TABLE XVIII Projected School Enrollment Due to Present
Housing, Occupancy of Vacant Lots and Sub-.
division of Estates (one-half 7 E and one.
half 7
*
. . .
. ..
.
.
.00
.. 54
xi
TABLE IX
Projected School Enrollment Due to Present
Housing, Occupancy of Vacant Lots and Sub..
division of Estates by Changing Zoning 7 G
to one-quarter 7 E, one-quarter 7 1 and
one..half 7 D
TABLE XX
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
55
Projected School Enrollment Dwe to Present
Housing, Occupancy of Vacant Lots and Subdivision of Estates by Changing Zoning 7 G
to 7 D
TABLE IKI
.
Time Allotments..
...
. . . . . . .
56
. . . . . .
78
I
N T R0 DU C T I ON
Intr
ci
The development of the vacant lands and the subdivision
of estates in the southwest section of Brookline will bring
its troubling problem to the school administration.
New
subdivisions might be created overnight by modern large scale
developers.
People would swarm into this new housing and as
a result there would also be a swarm of children.
Trans-
lated into school demands, this would mean an overwhelming
demand for additional school plant facilities in the Town of
Brookline.
It is the purpose of this study to analyze the school
plant needs for this area and to design a school based on
the present needs as well as on the needs arising from the
potential housing development.
"It must be emphasized that
it is a poor policy to plan school buildings only in terms
of present needs, with the design and facilities conceived.
in terms of the present, and too often in terms of the past.
1
The basic factors which must be analyzed in the long range
planning of such a school are the educational needs, the
needs of the coununity and the possible future enrollment.
1
Walter F. Bogner, Dana M. Cotton, Ralph D. McLeary,
Plannig
Schoolhouse fr Tomorrows Citizens, (Cambridge,
Massachusetts: 1946), p. 1.
3
Many of the schools which are being built today are
obsolete before the drawings leave an architect's office.
They are designed without recognising the new methods of
teaching and without analyzing the community needs.
Several years ago children received only a small part
of their education in school,
teach more than the *Three R' s,
It was not necessary to
since the greater part of
education was supplied by the type of community life in
existence.
There was much work around the home which gave
a child a practical manual training course and the child
learned science through intimate acquaintances with nature.
He had many opportunities outside of the school to train
his mind and develop a healthy body with plenty of room to
run and play.
Therefore, planning for such a school had a
limited number of conditions to satisfy.
Today the scope of the education in schools has
broadened--more than the "Three R's
must be taught.
"The
good elementary school of the present day is deeply concerned
with the development of proper health habits, good physical
growth, effective speech, critical appreciation of fine arts,
sound social attitudes, a well-integrated personality, good
ethical character, and a deeper appreciation of the responsi-bilities of citizenship.
Yet, at the same time, primary
4
concern is still given to the acquisition of skills in wbat
have been called the 'tool subjects,' that is reading, writ..
ing, spelling, and the fundamentals of arithmetic."1
1 . Walter F. Bogner, Dana M. Cotton, Ralph D. McLeary,
PlanniMn & Schoolhouse for Tomorrows Citizens, (Cambridge,
Massachusetts: 1946), p. 1.
THE
COMMUNITY
6
If the school system is to attain its ultimate goal of
preparing studoents as future citizens of the commnity, the
school system
ast be developed in terms of the natural re-
sources, the desires, the characteristics, and the needs of
the community.
HistAri Aa MharActeristics
'Brookline is almost exclusively a residential town.
Over its three hills, Fisher Hill, Corey Hill, Aspinwall
Hill, and along Beacon Street and Commonwealth Avenue, around
the Reservoir and over into Chestnut Hill, spread the homes
of people who find their source of income in the business
districts of Boston.
In the first decade of the twentieth
century, Brookline was popularly known as the *Town of Million.
aires.'
By 1910, however, it had begun to open its doors to
residents of far more modest means.
Restricted areas are
still occuiied by hedged and landscaped estates, handsome
shomplaces of the metropolitan area. In other sections the
beautiful old estates have begun to be split into house lots;
apartments have appeared, especially along boulevards; large
private dwellings have been turned into rooming houses.
Half
of Brookline still remains the closed citadel of wealth and
leisure; the other half has become a modern residential hive
7
for the better paid of the busy workers of Boston.
'In
1630, the Company of Massachusetts Bay bringing the
Charter and its Governor, John Winthrop, arrived from London.
Shortly afterward the worthy citizens of old Boston found
their Common overcrowded with cows, and the town fathers found
it needful to seek a new place to the west for grazing.
"Governor Winthrop first mentions 'Muddy River Hamlett
in his writings, in connection with early allotments made for
planting.
John Cotton, urban, affable, and of easy fortune,
as his well.fed ebonpoint testified-the foremost divine of
Boston--was granted the first tract of land.
following him,
other distinguished citizens of Boston hastened to secure
for themselves generous grants, until by 1639 the available
acreage began to run decidedly short.
allotment of January 8, 1638,
After the first famous
the grants were smaller, more
niuerous, and made to less well known applicants.
8In the earliest days, agriculture was naturally the
most important industry.
Truck farms raising produce for
sale in Boston, and fields, were under cultivation as early
as 1662, and a clerk of market was appointed to represent
the Muddy River farmers at Old Faneuil Hall Market, Boston.
Growth of the little
village went forward, and in 1705 it
was granted recognition as the separate town of Muddy River
8
Hamlet (now euphemistically called Brookline),
having been
named for the estate of Judge Samuel Sewall, of witchcraft
fame, who owned a large tract in Muddy River.
*During the Revolution mch property in Brookline owned
by Boston Tories was confiscated.
A Mr. Jackson, living near
the present Public Library, sold his home and moved away when
he was forced to provide quarters for Continental soldiers.
The house of Henry Moulton, mandamus counsellor for the British Government, was mobbed by a crowd of boys who broke the
windows with stemz.
"By the middle of the nineteenth centuary a larger town
hall was built; the first railroad ran through the town; telegraph posts and wires were beginning to appear; the Coolidge*
had a store near the spot later to be known as Coolidge Corner.
'As time passed, meaq leading citizens of Boston were
attracted to this flourishing suburb, so far removed in appearance as well as in name from the Old Muddy River Hamlet.
were low.
Brookline was near Boston and could be reached 1|
train and trolley in a short time at a moderate fare.
a commuter'i
Taxes
It
was
town.
"In 1870 Boston atteupted to annex Brookline.
Aroused,
the citizens gathered in town meeting and blocked this proposal.
Five times more did Boston attempt to pull out this
9
coveted plum from the political pie, but each time met with
failure, though at times the margin of votes was narrow.
Brookline is today an $island' almost entirely surrounded
by Boston.
A modified form of town government is still
maintained to avoid expense and political complications,
although the population of Brookline makes it by far the
largest town in New bngland.
In the last forty years the
racial character of the general population has materially
changed; it is now about equally divided among native inhabitants, foreige-born residents, and those of mixed parentage.
Among the latter, the Irish strain predominates,
with the Jewish influence second. 1l
1 . lederal Writers' Project of the Works Progress Adminism
American Guido
nH sea.
tration for Massachsetts,
Series. (Gabridge: The Riverside Press), p. 179.
10
It
seems quite evident that Brookline will continue as
a residential tow.
More and more of the estates will be
subdivided and provide homes for the moderate income families since Brookline is situated so close to the fmployment
opportunities of Boston.
This will mean that there will be
a further shift in the characteristics of the general popo.
lation of the Tom.
The majority of the wealthy or 'Million.
aires" will be replaced by moderate income groups.
I
I
if
1
77
I
7
1i
-
I
iNX4"
*[Y.
U,
I*q~J
11
5
fT
a
I
La4
II
3: S
BR O 0 K L I N E
S C H0 0 LS
13
Histo~r
of Broocline Schools
alhen Muddy River was first separated from Boston in
1686, it was enjoined by the general court to raise a schoolhouse within one year and to maintain a 'Reading and Writing
Master.'
Within one month the inhabitants had voted 1 12
for the annual salary of its schoolmaster with the further
provision that 'the Remainder necessary to support the chas%.
des of the Master be laid equally upon the scholars heads
save any persons that are poore be abated in part or in
whole.'
But it was not until 1711 that Brookline, unas-
sisted by Boston, raised its first schoolhouses.'i
'By 1834, when the first detailed school report appears
in the town records, Brookline had four schools operating in
its three districts; there were 183 pupils and 5 teachers.'
2
'In 1843, being authorized to go ahead, the School Comb.
mittee seized the opportunity presented by vacant town property and by means of an appropriation of $300 equipped for
1 - Historical Records Survey Division of Professional and
Service Projects, Work Projects Administration, Zk
Hi1oic4201
rd
gAixg(Inventory of Town and City
Archives of Massachusetts, No. 11, Norfolk County Broololine; Boston, Massachusetts: 1940), IV, p. 14.
2 - Ibid, p. 15.
14
high-school use a room in the stone Town Hall removed to
Sherburne Road, now Walnut Street.'
1
OIn order to obtain admission to the High School, the
applicant had to be at least ten years of age and must have
passed a satisfactory examination before the School Committee
upon the following studies:
reading, spelling, 3nglish gram.-
mar, geography and arithmetic.'
2
*In 1888 the first kindergartens were introduced and
established in three schools.
In June, 1920, the last ninth
grade was graduated from the elementary schools following
the elimination of this grade from the elementary school
3
program&*
1 - William L. Snow, 'A History of the Brookline High School,
1843-1943,
23j1g Brtline Reprt, (1943), p. 300.
2 - Ibid, p. 301.
3 - Dr. Rexford Souder and John K. Moulton, Schools for Lline hildre. (Brookline Public Schools, 1948), p. 8.
15
Present School Districts
At the present time the public elementary school children of Brookline are served by ten elementary schools:
Sewall, Lincoln, Pierce, Lawrence, Devotion, Driscoll, Runkle,
Heath, Baldwin and Baker.
A map clearly shows that the majority of these schools
are located to serve the concentrated population in the
northeast area of the town.
None of these are able to serve
efficiently the pupils that live or who, in the future, might
live in the southwest section of the town-that is,
the area
northeast of West Roxbury Parkway and Hammond Pond Parkway,
south of Boylston Street, and southwest of Cottage Street.
All of these schools are too far away to serve this area,
since the recommended policy relating to the maximum walk.
ing distance to and from school is approximately three-.
quarters of a mile, Nevertheless, the majority of the pupils,
who now live in this area, are served by the Heath and Baker
schools.
Some of the pupils, therefore, not only have a
greater than recommended maxinm walking distance, but also
the hazards of crossing such busy streets as Boylston Street.
School District of the Propsed Future School
The future school district which will be served by the
proposed future school will be located in the southwest
PRESENT
ELEMENTARY
SCHOOLS
0
MAP OF THE
/
TOWN
OF
BROOKI:NE
N IASSACHUSETTS.
JANUARY
I, 1944
PROPOSED
AND
FIG. III
FUTURE
ELEMENTARY
SCHOOLS
FIG.III
0
MAP OF THE
TOWN
OF
BROOKII'NE
MASSACHUSETTS.
16MAk.
JANUARY 1,1£944
18
section of town with boundaries formed by West Roxbury Park-.
way, Sears Road and the town line.
The greatest percentage of the land included in this
district is either vacant or is part of a large estate.
Therefore, the present school membership from this area is
low and also inadequate to warrant the building of an elemenp.
tary school immediately.
However, some residential develop..
meat has already taken place and is continuing especially
around the Walnut Hills Cemetary and around Goddard Circle.
This development is expected to increase as the large estates
are subdivided.
Already owners of several of these estates
have requested the Planning Board to study and recommend
proper development of the land.
-,
A.
/
THE COUNTRY CLUB
K
I,
'I
11
11
.1
'1
ii
A
~,c
~
4
7>
__-w
U--
r
--
"4
1!
FIG. IV
BOSTON4
BOUNDARIES
OF SCHOOL DISTRICT
POPULATION
AND
BIRTH
RATE
21
POPULATION AND BIRTH RATE
Population
A study of the population, both on a national and local
scale, will show that the trend of the population growth has
an effect on the trends of school enrollment.
Recent census reports show a decrease in the nation's
rate of population growth even though the total population
still continues to increase.
While there is a decrease in
the birth rate there is also a decrease in death rate. The
effect of this trend on the relation between population and
school enrollment has been to decrease the number of persons
in the school-age range in proportion to the total population.
This may even mean that the public school system will be
given the added responsibility of adult education.
The proportion of school children will very from comm=ity to community in accordance with the general character
of the population. Therefore, it is necessary to determine
the trends in the community and the school district.
The present population of Brookline according to the
1950 census is 56,952. This figure further denotes that
Brookline is a growing community. The total population in
1870 was 6,650 and since then has been steadily increasing,
except for a brief period in 1940.
TABLE
I
POPULATION OF BROOKLINE
Year
Population
1870
1880
1890
1900
1905
1910
1915
1920
1925
1930
1935
1940
1945
1950
6,650
8,057
12,103
21,500
24,000
27,792
33,490
37,478
42,681
47,437
50,319
49,786
56, 940
56,952
1 . Source:
L
1
Increase
in gr~owth
Percent
Increase
1,407
4,046
9, 397
2,500
3,792
5,698
3,988
5,203
4,756
2,882
21.15
7,154
12
14.37
.02
50.22
77.64
11.63
15.80
20.50
11.91
13.88
11.14
6.08
United States Census, Massachusetts State Census
23
Birth BA
On of the techniques used to forecast future school
enrollment is to study the birth rate trend as well as the
population.
"Every normal child born, who lives through the preschool years without serious accident or disability, will
be enrolled in school.
The average number of children born
will, therefore, be related to the average elementary enrollment some years hence.
This lag in years corresponds
roughly to the age of entrance, say a little more than six
years."I
The trend in the birth rate of Brookline has corresponded very closely to the national trend, although it has
been much lower than the national figure.
graphically in Figure V.
This is depicted
The birth rate in Brookline fluc-
tuates quite widely from year to year, therefore, it is
necessary to obtain an average of successive years in order
to find the trend line.
The trend line, Figure V, denotes
that the birth rate had been falling from 1900 to 1936 and
has followed an upward movanent which seems to have reached
1 - Walter F. Bogner, Dana M. Cotton, Ralph D. McLeary,
Planing a Schoolhouse for Tomorrows Citisens, (Cambridge,
Massachusetts: 1946), p. 44.
24
TABLE II
BIRTH RA
Of BROOKLINE 1
Tear
Birth Bate
Year
1901
1902
1903
1904
1905
1906
1907
1908
1909
1910
1912
1913
1914
1915
1916
1917
1919
1920
1921
1922
1923
1924
1925
1926
1927
1928
1929
1930
1931
1932
21*67
1933
1934
1935
1936
1937
1938
1939
1940
1941
1942
1943
1944
1945
1946
1947
1948
1949
9.70
9.32
9.02
8.45
8.54
9.47
9.06
11.35
9.92
12.39
13.27
14.43
13.47
15.31
14.20
11.71
12.39
19502
1951
1952
1953
1954
1955
1956
1957
1958
1959
1960
13.20
13.00
13.00
12.90
12.80
12.75
12.65
12.60
12.60
12.55
12.50
22.37
21.69
19.83
20.00
20.08
19.45
18.69
16.22
16.08
16.30
17.73
16.19
16.06
16.69
17.17
15.69
15.16
14.88
13.88
13.33
12.66
11.36
10.32
12.71
11.78
10.72
11.26
10.56
9.05
Birth
Bate
1 . Computed by multiplying births by 1/1000 of the popula.
tion. Births reported annally by the Health Department
of Brookline.
2
Estimated Birth Bate (See Figaxre V).
1960
1955
1950
1945
5940
1935
1930
1925
1920
1915
1910
1905
-j
1 -4
-L
ii
ieJupt
-0
BIRTH
L
,7
RATE
ii
R4
toN
0
j~tii
JliLL.1
t
-4
G)
1
26
a peak in 1946.
As a result of this peak, the greatest
school enrollment can be expected in the first grade in
1952 and in the eighth grade in 1960.
The prediction of the future birth rate for Brookline
is very difficult since it is sensitive to economic condi-tions.
Predictions for the national birth rate indicate
that there will be a gradnal recession even if the high
economic level continues to exist.
Therefore, it is
assumed here, on the basis of the national predictions,
that the average rate of birth will recede slowly for
several years.
FUTURE
SCHOOL
ENROLLMENT
28
PUTURE SCHOOL 3NLROKIiNT
School enrollment for the future proposed school will
come from two sourcesw
the present population in the area
and the new families moving into the area.
The future enroll-
ment from the present population can be estimated from the
birth rate while that from new families can be estimated from
future land development and new building construction.
The present school enrollment from this area is 112
pupils.
These pupils, as has been stated before, are now
being served by the Heath and Baker Schools.
However, this
figure will increase in the subsequent years due to the general increase in the birth rate.
This present enrollment,
theoretically, can be based upon the birth of 1936 to 1944;
this assumes that the average age of the kindergarten pupil
is five and that the organization of the school is K-8.
Therefore, next year's enrollment will be based upon the
1937 to 1945 births.
This, however, does not allow a margin
for retardation or for any percentage of survival.
The method used here for the prediction of future school
enrollment from present housing will be based on the sum of
the nine years which affect the school year.
lrom these
birth rates, as is shown in Table III, the percent of increase of the birth rates can be calculated with respect to
/
THE COUNTRY CLUB
1
Q~
U
~jt~I
-~'
V.
FIG. VI
BOST 0 N
PUPIL DISTRIBUTION
SCHOOL .YEAR
0
REPRESENTS
1949-50
ONE CHILD
TABLE
III
CHANGES
IN BIRTH RATE
IN TOWN OF
-
AFFECTING
SCHOOL ENROLLMENT
BROOKLINE
RATIO TO
1936-1944
PERCENT
SCHOOL
YEAR
BIRTH RATE
YEARS
SUM OF
BIRTH RATES
1949-1950
1936-1944
96.88
1.00000
0.0000
1950-1951
1937-1945
101.90
1 .05 182
5.182
1951-19 52
1938-1946
108.67
1.12169
12.169
1952-1953
1939-1947
113.40
1 . 17052
17. 052
1953-1954
1940-1948
116.05
I.19787
19.787
1954-1955
1941-1949
117.09
I .20860
20.8 60
1955-1956
1942-1950
120.37
I .2424 6
24.246
1956-1957
1943-1951
120.98
I .24876
24.876
1957-1958
1944-1952
120.71
1.24597
24.597
1958-1959
1945-1953
119.18
1.23009
23.009
1959-1960
1946-1954
118.51
I .22326
22&326
1960-1961
1947-1955
115.95
1.19684
19.684
1961-1962
1948-1956
114.40
1 .18081
18 .08 I
1962-1963
1949-1957
115.29
1.19002
19.002
1963-1964
1950-1958
115.50
1.19219
19.219
1964-1965
1951-1959
114.85
1.19518
19.518
1965-1966
1952-1960
114.35
I. 18032
18.032
ESTIMATES
BEEN
OF BIRTH RATES FOR YEARS
DETERMINED
BY EXTENSION
INCREASE
IN TOWN
1950 TO 1960
OF TREND LINE
FIG.
HAVE
V
31
the school year 1949-1950.
Since each number that represents
the sum of the birth rates is a composite of the nine years
which affect the school enrollment for any particular school
year, it can be assumed that whatever percent of increase is
reflected in the birth rates will correspond to an equal percent of increase in school enrollment.
The birth rates and calculations in Table III are based
on the Town of Brookline as a whole; but, since housing con..
ditions and the relative number of children vary somewhat
between different parts of the Town, it might be necessary
to adjust the increases to fit the specific district.
An a&
justed birth rate factor could be found by multiplying the
percent of increase of the sum of birth rates for the entire
town by the ratio of the percent of school children in the
district with respect to the population of the district to
the percent of school children in the entire Town.
At the present time the 1950 Census figures by districts
are not available.
Therefore, it
seems logical to assume
that the average ratio of children in this district is the
same as the ratio in the entire town.
This, then, means
that the adjusted birth rate factor for the district will be
the same, numerically, as the percent of increase in the birth
rate of the Town; this number is shown in Table III.
32
Present Housing
The 1949-1950 school year showed that there were 112 ele.
mentary pupils (K-8) in this district.
By projecting this
number by the adjusted birth rate factor for each year, it is
possible to predict the future school enrollment as a result
of the present families living in the district.
This predic-
tion shows that 117 pupils will be enrolled in a E-8 school
during 1950-1951 with a peak enrollment occuring in 1956-1967.
The increase for each year over the present enrollment
was obtained by multiplying each time 112 by the adjusted
birth rate factor for each year (numerically the percent of
increase in the sua of the birth rates).
This increase was
then added to 112 and the result was the school enrollment
predicted for each year.
Land Development and Buildig Construction
The future school enrollment from one of two possible
sources, that is, the families now living in the district,
has just been estimated (Table IT).
It is now necessary to
predict the possible enrollment due to land development and
building construction.
In order to make such a prediction, it is necessary to
study the type of housing that might go into the area.
Zonb-
ing usually determines the type of housing that will be built.
TABLE
IV
PROJECTED
SCHOOL ENROLLMENT
DUE TO PRESENT
HOUSING
A
SCHOOL
YEAR
C
ESTIMATED
ENROLLMENT
19491950
.00000
112
1950-1951
.05182
117
1951-1952
.12169
125
1952-1953
. 17052
131
1953-1954
.19787
134
1954-1955
.208 60
135
1955-1956
.24246
'39
1956-1957
.24876
140
1957-1958
.24597
139
1958-1959
.23009
137
1959-1960
.22326
136
1960-1961
.19684
134
1961-1962
.18081
132
1962-1963
.19002
133
1963-1964
.19219
133
1964-1965
.195 18
'33
1965-1966
.18032
132
- C z (112
L
B
ADJUSTED BIRTH
RATE FACTOR
X B) + 112
34
In turn the type of housing will determine the type of families that will occupy these houses and also the ratio of chil-dren in such families.
As can be noted from the land use map, a large percent.
age of the land already subdivided is vacant.
There are 276
dwellings and 214 vacant lots, which means that approximately 43 percent of the total lots are still vacant.
The topog.
raphy of almost all of these lots is such that it is possible
to develop them.
Furthermore, there are several large estates
which are not considered in this above percentage and which
in the very near future will be subdivided.
The zoning in this district is almost 100 percent residential and includes zones 5 D, 7 D, 7 3, 7 7 and 7 G. By
referring to the Brookline Zoning By Laws and explanation of
each of these zones is obtained.
Zone 5 D restricts construc-
tion to two-family residences while the rest of these are
zones for single family resteaces.
A study of the zoning map will determine the types of
housing that might take place on the vacant lots and on the
estates.
However, this still does not say what type of fami-
lies live in a particular type of house as for instance a
two-family residence or a single family residence with lot
size limited to 7,500 square feet.
A good predlction can be
I
K
I,012,770
2D
A
/
{
q1I
LT
J.P.JR.-.1.
PARKER.
v
414,704
WALNUT HILLS
CEMETARY
FIG. VII
LAND USE
I
*
SOUTHWEST
LEGEND
ZONING
AND
SECTION OF
BROOKLINE
(SOUR CE: TOWN ATLAS 1950)
VACANT
LARGE
LOTS
ESTATES
/
TneWM
rn
onf~na
w Ia
36
TABIi
V
BROOKLINE ZONING BY..IAW1
Use District
Heights
in feet
No. of Stories
Area Lot
in sq. ft.
Two-Fyamily
Residence
45
2 1/2
45
2 1/2
7,500
45
2 1/2
15,000
7 ,
45
2 1/2
22,500
7 G
45
2 1/2
30,000
7 H
45
2 1/2
40,000
SD
Single
Residence
7 D
1 - Zoning By-Law and Amendments
lown of Brookline, Massachusetta. As adopted June 24, 1922, with amendments to and
including August 19, 1949.
37
forecast by a study of the number of elementary school pupils
per address in each zone throughout a large residential area
of the Town.
Such a study, restricted to the Baldwin, Heath,
Runkle, and Driscoll school districts, reveals that in zones
5 D, there are .441 pupils per address; in zones 7 D, .425
pupils per address; and, in zones 4 E, 4 F and 4 G, .115 pum1
pils per address.
Table VI indicates the ratio of pupils (K-8) per address
now living in the proposed school district.
The ratio in
zone 5 D is almost double that of the average revealed in
the study of the large residential area of the Town; 7 D is
nearly the same as the average; and, 7 E, 7 7 and 7 G are also
near this average.
Since the housing seems to follow quite
closely the pattern of the average in the rest of the Town,
it is logical to assume that now any housing that takes place
on the vacant lots and the estates will follow this same pattern; and, that it will serve approximately the same type of
families as corresponding housing in the rest of the Town.
Therefore, the zoning will not only determine the type of
housing, but also the number of pupils per address that can
1 - Dr. Rexford Souder and John K. Moulton, So
Brookline Qhildren (Brookline, Massachusetts:
Schools of Brookline, 1948), p. 36.
i1
The Public
000'0~ --
-
- -
-W
TABLE
VI
RATIO OF PRESENT SCHOOL ENROLLMENT IN EACH ZONE
IN THE PROPOSED DISTRICT
ZONE
5 D
7 D
PRESENT
PUPILS
16
87
NUMBER OF
ADDRESSES
NUMBER OF
PUPILS
PER ADDRESS
20
.800
182
.478
7 E
14
.071
7 F
3
.333
7 G
TOTAL
7
112
57
276
.123
39
expected in the future school enrollment as the land is developed and building construction takes place.
It is quite certain that dwellings will be erected
on the vacant lots in this district.
If these were construc-
ted immediately or in the very near future, there would be
an additional 200 dwellings or addresses which would increase school enrollment.
As is noted in Table VII, there
would be an additional 74 pupils.
This is based on the
assuption that present zoning will be maintained and that
the now families will provide the same proportion of school
children as the families now living in Brookline.
If the large vacant lands and estates were subdivided
and dwellings erected according to the present zoning, there
would be an additional 197 dwellings in this district.
This
was determined by obtaining the areas of all the vacant lands
and estates from the Town Atlas (1950).
Then areas were sub-
divided by dividing the allowable area of each lot, as established by zoning, into the total area.
In all cases at least
10 percent was allowed for roads and services within a subdivision.
TABLE
VII
INCREASE IN SCHOOL ENROLLMENT DUE TO USE OF
VACANT LOTS
A
B
C
ZONE
VACANT LOTS
PUPILS PER
ADDRESS
PUPILS
INCREASE
5 D
30
.441
13
7 D
138
.425
58
32
.115
7E, 7 F,
7G
3
TOTA L
-C
= (A X B)
ENROLLMENT
FROM PRESENT
ENROLLMENT
DUE TO USE OF VACANT
TOTAL
L
74
ENROLLMENT...
HOUSING
.
..............
. . . . . . . .112
LOTS
.....
74
.186
TABLE
VIII
NUMBER OF DWELLINGS
ESTATES -
PRESENT
THAT CAN BE CONSTRUCTED
BY SUBDIVISION
OF
ZONING
LAND OWNER
ZONING
AREA
SQUARE
FEET
DWELLINGS
BY SUBDIVISION
7 D
F. T. PFAELZEER
61,961
7
7 E
F. T. PFAELZLF1 R
185,320
10
7 F
H. H. FRIEDMAN
61,868
2
7 G
M.L.LAWRENCE
2,130,137
65
7 G
M.B.BRANDEGEE
1,394,088
42
7 G
M. FAULKNER
1,452,030
44
7 G
0. + M. SHAW
582,468
16
7G
J.+
414,704
1I
B.
PARKER
As a result there would be an increase in school enrollment of only 25 pupils.
This small increase, even though a
great number of dwellings were constructed, is because almost
all of the estates are zoned 7 G.
As is indicated by the
average number of children per address, families, that can
afford to build or move into houses where the minimum lot
sizes are 30,000 square feet, tend to have fewer children
than people living where the lot sizes are smaller.
This in-
crease of 25 pupils brings the possible total school enrollment to 211.
Subdivision of Estates bZ Chning Zoning
When estates are subdivided for a large number of houses,
a change in zoning is possible.
"Whenever a change in the
boundaries of the districts established by this By-Law or the
regulations and restrictions to enforce therein or the establisbment of a new district is requested in a petition signed
by the owners of fifty percent in valuation of the property
contained in any district or in any part thereof consisting of
one or more entire blocks, the Planning Board shall seasonably, or, upon its own initiative from time to time may, hold
a public hearing to consider such a proposed change and shall
file a final report, with its recommendations,
Clerk.
Seven days'
with the Town
notice of such hearing shall be given by
TABLE
IX
INCREASE IN SCHOOL ENROLLMENT DUE TO SUBDIVISION
OF ESTATES
ZONE
-
BY PRESENT
ZONING
A
B
C
NUMBER OF
LOTS BY
SUBDIVISION
PUPILS PER
ADDRESS
PUPILS
INCREASE
5 D
0
.441
0
7 D
7
.425
3
190
.115
22
7 E, 7 F,
7 G
TOTAL
-C
25
= (A X B)
ENROLLMENT
FROM
ENROLLMENT
DUE TO USE OF VACANT LOTS
ENROLLMENT
DUE TO SUBDIVISION OF ESTATES
BY
ZONING
PRESENT
TOTAL
PRESENT
HOUSING ........
.....
112
74
.....................25
ENROLLMENT . . . . . . . . . . . . . . . . . . . .211
44
publication, and the cost of giving such notice of a hearing
to be hold upon petition shall be borne by the petitioners.*'
Since most of the estates are very large, there would be
little trouble in filing the petition, especially if some
large scale developer would start construction in this area.
Moreover, it seems that the estates might be subdivided rather
by changing the zoning than by the present zoning.
The pres-
ent zoning, which was promoted for the benefit of the large
estates, demands lot sizes which are much larger than the
usual lot that occurs in a subdivision with as many dwellings
as might be the case here.
In order to arrive at some conclusions, the estates
were arbitrarily rezoned under three different conditions.
First, it was assumed that the estates zoned as 7 G could be
changed to one-half 7 Z and one-half 7 1. However, this change
would not greatly affect the type of families that might move
into such a subdivision; virtually, there would still be the
same ratio of school children per address.
But, since the
lots are smaller, there would be more dwellings than under
7 G zoning and a resulting increase in school enrollment to
221 pupils.
1 - Zoning B-Law and Mendments
Town of Brookline, Massachu-
setts. As adopted June 24, 1922, with amendments to and
including August 19, 1949.
TABLE
X
NUMBER OF DWELLING THAT CAN BE CONSTRUCTED
SUBDIVISION
7 G
OF ESTATES -
CHANGING ZONING
TO ONE-HALF
7 E AND ONE-HALF
ESTATES
-
FROM
7 F
DWELLINGS PER ZONE
7 E
7 F
LAWRENCE
65
45
BRANDEGEE
42
27
FAULKNER
44
30
SHAW
16
10
PARKER
I1
8
TOTAL
178
BY
120
-1
TABLE
XI
INCREASE IN SCHOOL ENROLLMENT DUE
OF ESTATES
HALF
ONE-HALF
7 E AND
ZONE
ZONING
BY CHANGING
-
TO SUBDIVISION
7 F
A
B
c
NUMBER OF
LOTS BY
SUBDIVISION
PUPILS PER
ADDRESS
PUPILS
INCREASE
5 D
0
.441
0
7 D
0
.425
0
298
.115
35
7 E, 7 F
35
TOTAL
-C
ONE-
7 G TO
= (A X B)
PRESENT
FROM
ENROLLMENT
DUE TO USE OF VACANT
ENROLLMENT
DUE TO SUBDIVISION
BY CHANGING ZONING
AND
ONE-HALF
TOTAL
. . . . . . . .112
HOUSING
ENROLLMENT
.....
LOTS
OF ESTATES
7 G TO ONE-HALF
7 E
35
7 F......................
ENROLLMENT................
74
. ....
221
-4
47
Under the second zoning possibility, it was assumed that
the zoning might be changed to one-quarter 7 3, one-quarter 7 1
and one-half 7 D from the present 7 G. The fact that a far
greater number of dwellings can be constructed and also that
the ratio of children per address is increased due to the 7 D
zoning, and increase of 177 pupil results.
If 100 percent occu-
pancy occured immediately 363 pupils would be in need of a
school in this district.
The third condition is the changing of the 7 G zoning of
the estates to all 7 D.
Although this is the least likely to
happen, it nevertheless is a possibility which cannot be overlooked.
"Why have long-term plans?
Planning for the future is a
gamble. but refusing to plan is certain le..5
This zoning produces the greatest number of possible
dwellings due to the subdivision of the estates.
Correspond-
ingly, the school enrollment leaps to 516 as is indicated in
Table XV.
1 - W. W. Caudill, "Toward Better Schools--through Long Range
Programing," Architectural rorum, October, 1949, p. 94.
TABLE
XI
NUMBER OF DWELLINGS
ESTATES -CHANGING
AND
ONE-HALF
THAT
CAN BE CONSTRUCTED
ZONING
7 G TO ONE-QUARTER
BY
SUBDIVISION
7 E,
OF
ONE-QUARTER
7 D
DWELLINGS PER ZONE
ESTATES
7 E
7 F
25
25
88
32
32
22
FAULKNER
92
21
12
SHAW
35
8
6
PARKER
26
6
4
376
89
7 D
LAWRENCE
135
BRANDEGEE
I
12
i
TOTAL
I
59
I
7 F,
~~1
TABLE
X111
INCREASE IN SCHOOL ENROLLMENT DUE TO SUBDIVISION
OF ESTATES
-
BY CHANGING
7 E, ONE-QUARTER
QUARTER
NUMBER OF
LOTS BY
SUBDIVISION
7 F,
AND
7 D
ONE-HALF
C
PUPILS PER
ADDRESS
PUPILS
INCREASE
5 D
0
.441
0
7 D
376
.425
160
7 E, 7 F
148
.115
17
177
TOTAL
-C
ONE-
B
A
ZONE
7 G TO
ZONING
a (A X B)
PRESENT
HOUSING.....
ENROLLMENT
FROM
ENROLLMENT
DUE TO USE OF VACANT
ENROLLMENT
DUE TO SUBDIVISION OF ESTATES
BY CHANGING
ONE-QUARTER
TOTAL
ZONING
7 F,
7 G
AND
ENROLLMENT..
TO
LOTS
ONE-QUARTER
ONE-HALF
.
.
.112
S..74
7 E,
7 D. . . . . . .177
................
...
363
TABLE
XIV
NUMBER OF DWELLINGS THAT CAN BE CONSTRUCTED
SUBDIVISION
OF ESTATES
-
NUMBER OF DWELLINGS
ESTATES
LAWRENCE
280
BRANDEGEE
180
FAULKNER
190
SHAW
75
PARKER
50
775
TOTAL
TABLE
7 G TO
ZONING
CHANGING
BY
XV
INCREASE IN SCHOOL ENROLLMENT DUE TO SUBDIVISION
OF ESTATES
-
BY CHANGING
A
ZONING
7 G TO
7 D
B
C
ZONE
NUMBER OF
LOTS BY
SUBDIVISION
PUPILS PER
ADDRESS
PUPILS
INCREASE
7 D
775
.425
330
ENROLLMENT
FROM
ENROLLMENT
DUE TO USE OF VACANT
ENROLLMENT
DUE TO SUBDIVISION OF ESTATES
BY CHANGING
ZONING
TOTAL
ENROLLMENT.
PRESENT
7 G TO
..
HOUSING .......
7 D
LOTS
.112
.....
..........
..............
74
330
.. .516
7 D
-I
51
Enrollment Projected
of Birth
Rate
All of the preceding enrollment estimates resulting
from vacant lands being occupied or estates being subdivided
have been based on immediate occupancy and on the assumption
that very few children would be served by private and parochial schools.
At the present, there is no Catholic school
close enough to greatly affect the public school enrollment
in this district and the Catholic authorities have no plans
to build a parochial school in the southwest section of the
Town.
Since the birth rate will influence this enrollment
in the future years, it
is necessary to project, by the ad-
justed birth rate factor, each enrollment under the various
conditions of occupancy and subdivision.
The method is the
same as was used for projecting the enrollment from present
housing--Table IV.
The Tables LI through JX clearly show the estimated
future school enrollment that is possible over a period of
16 years under the various conditions of zoning and subdivi..
sion.
TABLE
XVI
PROJECTED
SCHOOL ENROLLMENT
HOUSING AND OCCUPANCY
A
SCHOOL
YEAR
DUE
OF VACANT
B
TO PRESENT
LOTS
C
ADJUSTED BIRTH
RATE FACTOR
ESTIMATED
ENROLLMENT
1949-1950
.00000
186
1950-1951
.05182
195
1951-1952
.12169
208
1952-1953
.17052
217
1953-1954
.19787
222
1954-1955
.20860
224
1955-1956
.24246
231
1956-1957
.24876
232
1957-1958
.24597
231
1958-1959
.23009
1959-1960
.22326
226
1960-1961
.19684
223
1961-1962
.18081
219
1962-1963
.19002
221
1963-1964
.19219
221
1964-1965
.19518
221
1965-1966
.8032
21 9
- Cc (186 X B) + 18 6
1
228
TABLE
XVII
PROJECTED
SCHOOL ENROLLMENT
HOUSING, OCCUPANCY
DIVISION
OF ESTATES
A
SCHOOL&
YEAR
-C
OF VACANT
DUE TO PRESENT
LOTS
BY PRESENT
B
ADJUSTED BIRTH
RATE FACTOR
AND
SUB-
ZONING
C
ESTIMATED
ENROLLMENT
1949-1950
.00000
211
1950-1951
.05182
221
1951-1952
.12169
236
1952,1953
.17052
246
1953-1954
.19787
252
1954-1955
.20860
255
1955-1956
.24246
262
1956-1957
.24876
263
1957-1958
.24597
262
1958-1959
.23009
259
1959-1960
.22326
257
1960-1961
.19684
253
1961-1962
.18081
248
1962-1963
.19002
251
1963-1964
.19219
251
1964-1965
.19518
251
1965-1966
.18032
248
a (211 X B) + 211
TABLE
XVIll
PROJECTED
HOUSING,
SCHOOL ENROLLMENT
OCCUPANCY
DIVISION OF ESTATES
A
SCHOOL
YEAR
OF VACANT
DUE
TO PRESENT
LOTS
AND
(ZONING, ONE-HALF 7 E, ONE-HALF
B
ADJUSTED BIRTH
RATE FACTOR
C
ESTIMATED
ENROLLMENT
1949-1950
.00000
221
1950-1951
.05182
232
1951-1952
.12169
247
1952-1953
.17052
257
1953-1954
.19787
264
1954-1955
.20860
267
1955-1956
.24246
274
1956-1957
.24876
275
1957-1958
.24597
275
1958-1959
.23009
271
1959-1960
.22326
269
1960-1961
.19684
265
1961-1962
.18081
260
1962-1963
.19002
262
1963-1964
.19219
262
1964-1965
.19518
262
1965-1966
.18032
260
- C = (221
X B) + 2 21
SUB7 F)
;Mkw"
I
TABLE
XIX
PROJECTED
HOUSING,
SCHOOL ENROLLMENT
OCCUPANCY
OF ESTATES
OF VACANT LOTS
BY CHANGING ZONING
7 F AND
7 E, ONE-QUARTER
A
ADJUSTED BIRTH
RATE FACTOR
1949-1950
TO PRESENT
AND SUBDIVISION
TO ONE-QUARTER
7 D
C
ESTIMATED
ENROLLMENT
.00000
363
05182
381
I51-1952
.12169
407
1952-1953
.17052
424
1953-1954
.19787
434
1954-1955
.20860
438
1955-1956
.24246
451
1956-1957
.24876
453
1957-1958
.24597
451
1958-1959
.23009
446
1959-1960
.22326
442
1960-1961
.19684
435
1961-1962
.18081
428
1962-1963
.19002
431
1963-1964
.19219
431
1964-1965
.19518
431
1965-1966
.18032
428
1950-1951
I
7 G
ONE-HALF
B
SCHOOL
YEAR
DUE
_
- C a (363 X B) + 363
-.
--
TABLE
XX
ENROLLMENT
SCHOOL
PROJECTED
HOUSING,
.
DUE TO PRESENT
OCCUPANCY OF VACANT LOTS
OF ESTATES
BY CHANGING ZONING
7 G TO
7D
ESTIMATED
ENROLLMENT
ADJUSTED BIRTH
RATE FACTOR
SCHOOL
YEAR
SUBDIVISION
C
B
A
AND
1949-1950
.00000
516
1950-1951
.05 182
542
1951-1952
.12169
578
1952-1953
.17052
603
i
.19787-
618
.20860
623
1955-1956
.24246
64 I
1956-1957
.24876
644
1957-1958
.24597
642
1958-1959
.2 3009
634
1959-1960
.22326
629
1960-1961
.19684
619
1961-1962
.18081
608
1962-1963
.19002
614
1963-1964
.19219
1964-1965
.19518
614
1965-1966
.18032
608
1953-1954
1954-1955
i
- C = (516
X B)
+ 516
1
614
P
0
S S I B I L I T 13 S
FOR
SCHOOL
A
PLANT
58
POSSIBILITIES FOR A SgHOOL P
Now that the possible future school enrollment for the
district has been predicted, some recommendations can be made
for the school plant with respect to this enrollment.
The elementary school enrollment of 112 pupils provided
by present housing is not sufficient to support a school
economically in this district.
only 12 pupils per grade.
There would be an average of
With classrooms designed for the
recommended class size of 25 to 30 pupils, the average pupilstation utilization would be less than 50 percent. This is
far below the accepted standard of 75 percent.
Therefore,
these pupils must continue to be served by the nearest neigh.
boring school until more dwellings are constructed on the
vacant lots or on lots which are a result of the subdivision
of estates.
If the vacant lots were fully developed, immediately,
as has been stated before, a total school enrollment of 186
would result.
It would now be possible to introduce a new
elementary school into this district.
size would be approximately 21.
The average class
This is still somewhat low;
but, when the peak enrollment, due to the increasing birth
rate, is reached in 1956-1957, the average class size would
be 26. This, then would bring the pupil-station utilization,
59
for a classroom designed for the recommended class size,
over the 75 percent standard.
However, even at this stage it would not be economical
to include the seventh and eighth grades in the school.
This would mean that these grades mst continue to be served
Unlike the kindergarten and
by the Heath and Baker schools.
the first six elementary grades, where the activities are
carried on in the individual classrooms assigned each section,
the seventh and eighth grades begin to need specialized facilities, such as the gymnasium, shops and special classrooms.
It would prove uneconomical to provide these special facilities
for so few pupils in the upper grades. Maximnm use or utilization would not be received from such expensive facilities.
'Schools of fewer than 25 pupils per grades will find satisfactory departmentalization of teaching impossible without
combination with the elementary school or the senior high
school.
Inability to provide such departmentalization is
likely to make necessary curtailment of the program of studies.0 1 Furthermore, such small schools cannot offer any
'substantial program of election with the expectation of attaining an economical average of class enrollments.8 1
1
-
Francis T. Spaulding,
(Cambridge,
j
Massachusetts:
m
Junior a&g
School.
Harvard University Press, 1927)
60
Therefore, when the vacant lots are developed for housing, it will be feasible to build only a one room per grade
elementary school for the kindergarten and first six grades.
Such a school would also be sufficient in size, if,
in
addition all the estates were subdivided for housing by present zoning. This is possible because, under this condition
the average class size would be approximately 23 and would
reach the peak of 29 in 1956-1957.
Even though the estates would be subdivided by changing
zoning from 7 G to one-half 7 3 and one-half 7 1, a one room
per grade school would still probably satisfy the need; that
is,
if the class sizes would follow the calculated average
of 24, with 31 at the peak.
Since, age groups vary in a conve
munity, it seems probable that an extra classroom might be
needed to accomodate any portion of a grade which is so far
above the average size that it is too large for one classroom.
It is certain that a two-room per grade school would be
required if the estates were subdivided by changing zoning to
one-quarter 7 1, one-quarter 7 p, and one-half 7 D.
noted in Table XIX, the
As was
school enrollment at the present
time would be 363 and 451 during the school year 1956-1957.
This denotes an average of approximately 40 to 50 pupils per
grade or 25 for each class.
It would also be feasible to add
61
the seventh and eighth grades during this expansion because
there would be sufficient students to fully utilize any special facilities.
However, this school would be filled to capacity and
probably crowded if the estates were subdivided by changing
the zoning to 7 D.
This is evident from the fact that the
present enrollment enrollment would be 561, which results in
an average grade size of 62.
Therefore, a three-room per
grade should be planned if this situation occured because
during the school year 1956-1957 enrolibent is estimated at
642.
THE
PROBLEM
63
THE PROBLi
The foregoing analysis of the potential housing development in the proposed school district with respect to school
enrollment shows that some type of elementary school will be
required in the future.
be predicted; but, it
The speed of the development cannot
is desirable to plan in terms of this
future potential development.
The need for a one-room per
grade school seems to be only a few years away and if some
large scale developer began to build in the area, whole new
subdivisions might be created overnight.
Therefore, it is
not enough to plan only for a one-room per grade school.
The proposal, here, is to design a two-room per grade
school, since it seems that this is more likely to happen
than a three room per grade.
The chances of subdividing the
estates by changing the zoning to one-quarter 7 E, one-quarter
7 p, and one-half 7 D are greater than by changing the zoning
to all 7 D.
However, such a school must be able to be ex-
panded readily into a three-room per grade school.
This pos-
sibility cannot be overlooked, even though it seems remote.
If the development of housing occured on a large scale, it
would not be difficult to change the zoning to the less restrictive 7 D zone.
J'urthermore, if the Country Club was ever
64
developed into housing, af ter all the estates were subdivided,
another increase in school enrollment could be expected, which
would possibly warrant a school larger than a two-room per
grade.
At present it seems logical to plan for the future and
design the school on the basis of enrollment due to present
housing, occupancy of vacant lots, and subdivision of estates
by changing zoning to one-quarter 7 2, one-quarter 7 1 and
one-half 7 D. But, the school should be designed so that it
reaches this stage after having served as a one-room per grade
school.
The requirements for the first stage would be based
on the enrollment due to present housing and occupancy of
vacant lots.
THE
SITZ
---I
66
Selection
A search was made for suitable sites for this proposed
school on the basis of recommended policies, standards, and
characteristics.
In the past school buildings have been
built upon sites which are inadequate.
*The increased em-
phasis upon recreation and the out-of-door aspects of pbysical education has served to focus attention upon the need
for substantial acreage properly developed.'l
Most authori.
ties agree that 12 or 15 acres are required for an elementary
school site and that the maximum walking distance from home
should not be more than three-quarters of a mile.
As a rule,
the school should be located near the center of its surroun&.
ing attendance area.
First consideration was given to the M. B. Brandegee
Estate as a possible school site.
It is almost ideally lo-
cated from the standpoint of the attendance district it
would serve; and, it is easily accessible by pedestrians and
by motor and service traffic.
The size is adequate since its
acreage includes approximately 16 acres of almost level land.
1 . Walter F. Bogner, Dana M. Cotton, Ralph D. McLeary,
LL Tomorrows itiZens. (Cambridge,
0
& agehoolhoue
11
Massachusetts: 1946), p. 6.
67
The Brookline Recreation Commission has for some time attempted to acquire this estate in order that a playground
might be provided in the southwest area of the Town.
Ref--
erence to this proposal is made in the 244th Annual Report
of the Town.
"Seventh Article-To see if the town will
authorize the Recreation OCmmission to purchase or take by
eminent domain under chapter 79 of the General Laws for
playground purposes certain land on Newton Street containing about 669,520 square feet and being shown as lot 14-20
in block 357 of the 1948 Assesors' Atlas, and will raise
and appropriate, or appropriate from available fands, a
sum of money to pay for the same or to be used for the parment of land damages or other costs and expenses incidental
to such purchase or taking and will authorize the treasurer
to borrow the whole or any part of the same, or will take
any other action with respect thereto.'
No action was ever
taken under this article.
The one disadvantage of this site is that there might
be some difficulty in acquiring it. Therefore, attention
was centered on evaluating the merits of the Larz Anderson
Estate as a possible school site.
1 -- 244th Annual Report of the Town Officers of Brookline,
Massachusetts and the Town Records for year ending
December 31, 1949, p. 108.
68
It includes almost 62 acres, bat it
the Brandegee Estate.
is not as level as
However, there are sufficient level
areas for playgrounds, especially near the western corner
where the school would be most desirable from the standpoint
of having it near to the center of the attendance district.
At the present time the Town owns this estate as a result of
a recent gift; and, the Park Commissioner has indicated that
it will be developed into a park and playground.
Since this estate is as desirable for a school site
as the Brandegee Estate, it was chosen as the future loce.
tion of the proposed school.
There seemed to be no need
to duplicate playground facilities by building on the
Brandegee property when the Town already owns the Anderson
Estate and will develop it into a playground and park.
Children will have no major streets to cross in walking
to the school from any section of the district.
Clyde Street
is the most heavily traveled street with 5,320 vehicles per
day, Goddard Avenue is used by 2,527 vehicles per day and
Newton Street by 2,498 vehicles. These traffic counts are
based on "Traffic Report" published by the Department of
Public Works, Traffic Division, Commonwealth of Massachusetts,
1940.
However, widening of these streets in the future might
increase the traffic.
I
-
2:~.
-
COUNTRY CLUB
I
'A
1/
I,
l~1
11
II'
1'
I,
M. B. BRANDEG
FIG. Vill
SELECTION
80 S T 0 N
0
FEET
-
PROPOSED
0
4
1000
70
Fulure
1.
El-Anie
ng
for the Town of Brookline
Fature plans which might affect the future school site:
A.
Parks and Recreation
1)
Development of Larz Anderson Park Athletic
Field -
3.
1951 -- $50,000.
Water Department
1)
South Street (Grove to Boston line) -- 1951 -
$7,500 2)
new main.
Goddard Avenue (Newton to Cottage Street)
-
1955 -- $60,000 -. new main.
3)
Newton Street (Clyde Street to Boston line)
1952 --- $650 -
widening.
C. Highway Widenings
1)
South Street (Grove Street to Boston line) 1951 -- $140,000.
2)
Lee Street (Dadley Way to Boylston Street) 1952 -
3)
Newton Street (Clyde Street to Boston line) 1952 -
4)
$65,000.
$100,000.
Goddard Avenue (entire length) - 1955 -$330,000.
5)
Clyde Street (Lee Street to Newton Street) -.
?%ture -
$100,000.
71
D.
Sewers
1)
.
Goddard Avenue -- 1955 -
$25,000.
Drains
1)
Goddard Avenne -
(entire length) --
1955 -
$30,000.1
1 -
e
_ _
Planning. made by the Brookline Planning Board, December, 1949.
'1
L~~~--1__I
2
I
T'HE COUNTRY CLUB
'/
I,
Ij
I
II
~I
11
*
'I
-~
'I
/1
/
Ix
I'
xl
Ix
xx
I'
FIG. IX
FUTURE LONG RANGE PLANS
SOSTO N
STREET
WATER
WIDENING
SEWER
CONSTRUCTION
DRAIN
CONSTRUCTION
LINE
CONSTRUCTION
4
73
The Uses for the Larz Anderson Estate
So far no development has taken place but the longrange planning for Brookline indicates that in 1951, a sum
of $50,000 will be spent for athletic fields in the Lars
Anderson Park.
Furthermore, the Park omissioner has in,-
dicated the usefulness of some of the facilities:
*I made
use of the facilities of the sound, well constructed and
beautifully designed greenhouses.
All of the plants that
were set out in spring in our parks' squares and around
our public buildings were brought to the greenhouse and
are now being propagated for spring planting.
This new
addition to our Park System will now provide us with ample
means of growing all of the necessary stock for planting
in the spring as well as many other possibilities.
It
will also provide us with an area where we will be able to
exhibit the marvelous collection of gnomes which were given
to us by executors of the estate and which Mr. Anderson so
proudly collected over the years in his many travels abroad.
The pond area contains one of the most beautiful natural
plantings in Brookline and will be enjoyed by thousands this
coming year.
The pond itself has already provided the chil.
dren with an excellent skating area, and as it
is the first
pond in Brookline to freeze, the enjoyment obtained from its
74
use is beyond description.
About 300 feet of fencing divi&-
ing the many fields was removed this past fall to allow for
skiing and tobogganing this winter." 1
No plans have been made as to the use of the manor.
The
stable has been converted into a museum of antique automobiles.
A year ago the teachers of the Brookline High School suggested
that it might be possible to develop areas in this park, in
which, such activities of the high school, as agriculture,
horticulture, forestry, landscaping
and animal husbandry
might take place.
1 - 244th Annual Report of the Town Officers of Brookline,
Massachusetts and the Town Records for year ending
December 31, 1949. pp. 282-283.
IDUCATIONAL
PROGRAM
76
MDUC0ATIONAL PROGRAM
A school plant cannot be planned intelligently until the
educational program, the curriculum, the basic educational
methods, and the organization of the school have been determined.
The present organization of the Brookline school system
is basically the Kindergarten-8-4 plan, that is,
a kinder-
garten with eight grades in the elementary school and four
grades in the high school.
There seems to be no indication
that this will change in the near future.
Although the sev-
enth and eighth grades are included in the elementary school
plant, they might be considered as constituting a secondary
school in program-the sixth grade might also be included.
They are organized on a semi-departmentalized basis with a
large portion of the day devoted to integrated core subjects.
Therefore, they offer a broader program in science, art, physical education, homemaking and industrical arts than grades
one to six, where most of the instruction and activity takes
place in the classrooms permanently assigned to a particular
group of pupils.
The trend toward smaller classes in the majority of the
schools throughout the country has also occured in the BrooIo.
line schools.
They have achieved an average class size of 28,
77
which sets the limits of 25 to 30 pupils in each class.
This
has been a result of adapting the educational program to individual needs.
A teacher is unable to help an individual if
the classes are large.
The educational program in the Brookline schools is
based on the fact that activity is the basis of learning.
This means that in the classrooms of the lower elementary
grades there mst be provisions for a great variety of activities.
There must be a desk for each pupil, a library corner,
easels for art work, work shop area, and adequate storage for
materials.
This entire program of instruction is based upon
the time allotments
shown
in Table XXI.
These time allotments,
which were adopted by the Administrative Council and ap-proved by the School Committee in October, 1944, are expressed in mimtes per week for each subject in each class.
ever, there is some flexibility provided in this program.
HowA
deviation of 15 percent is allowed and for adequate reasons,
the Superintendent may allow a greater deviation.
It is evident that this program provides for a very concentrated school day since school is in session according to
the following schedule:
Kindergarten, 9:00 a.m. to 12 noon;
first and second grades, 8:30 a.m. to 12:30 p.m.; third grade,
8:30 a.m. to 1:00 p.m.; and, fourth to eighth grades, 8:30 a.m.
TABLE
XXI
TIME ALLOTMENTS
GRADE
SUBJECTS
ARITHMETIC
ART
GRADE
GRADE
I
2
3
4
5
6
7
.8
60
150
225
250
220
200
200
200
100
75
80
75
80
80
80
80
60
110
150
175
40
60
45
60
60
150
45-
45
250
220
220
ENGLISH LANGUAGE
LANGUAGE, READING
GRADE
GRADE
GRADE
GRADE
GRADE
550
LITERATURE
READING
390
350
200
170
60
75
100
100
SPEECH
SPELLING
WRITTEN ENGLISH
HANDWRITING
HEALTH
HEALH
60
60
60
60
40
20'
2
20
20
20
0
20
2
20
20
40
INCLUDED IN HOMEMAKING,
PHYS. ED. AND SCIENCE
HOMEMAKING
90
90
FOODS
NEEDLEWORK
60
MANUAL TRAINING
MUSIC
60
60
45
60
60
90
90
100
75
80
75
80
80
90
90
OPENING EXERCISES
25
25
25
25
25
25
25
25
PHYSICAL EDUCATION
40
40
50
60
60
80
90
90
RECESS
150
150
150
150
150
150
150
150
SCIENCE
30
30
30
40
45
60
90
90
SOCIAL STUUAES
45
45
80
ISO
200
ECONOMICS
20
20
15
15
15
20
INCUDED
IN
GEOGRAPHY
130
135
135
HISTORY
130
180
225
79
to 1:30 p.m.
However, diversified extra curricula activities
are carried on after school hours--such as pbysical education,
play activities, and opportunity periods in science, art, and
music.
As has been said before, most of the instruction below
grade six takes place in a single classroom; therefore, it is
provided by a single teacher for each class who receives help
in art and science from the special teachers, provided especially for the seventh and eighth grades.
There will be no school during the stauner months, but
the playgrounds will be used for recreation.
This means
that toilets in the school will probably serve the playground.
SPACE
AND
ROOM
RIQUIREMENTS
81
SPACE AID ROOM
LUTREMENTS
The main elements of space in the elementary school can
be classified as the classroom unit, the recreation unit,
the assembly unit, the dining unit, the kindergarten unit,
and the special units.
The requirements for each of these
units to meet the needs of the educational program, the enrollment and the community can now be determined.
STAGE
I
The first stage of construction will occur when the
vacant lots in the school district are developed.
The school
at this stage will include only the grades from kindergarten
through six, since, as has been explained previously, it
would be uneconomical to include grades seven and eight.
Therefore, the enrollment will be 144 to 180 pupils instead
of 186 to 232.
A diagram of the room requirements is shown in Figure I.
This indicates that the first stage of construction will provide the following space:
1 kindergarten room
6 classrooms for grades 1 through 6
cafeteria and assembly room
playroom
I
17
-
________
_______
TO
PLAY<
PLAY
GROUND
AREA
4-
ADMINiSTRATON
li
6 CLASSROOMS
I=TEACHERS'RO
PLAY ROOM
CAFETERIA
HEALTH
UNIT
BOILER ROOM
JANITOR
SERVIC E
FIG.
SPACE
X
REQUIREMENTS
STAGE
I
83
administration space
health unit
teachers' lounge
boiler room and janitor's space
play area
Kindergarten
The kindergarten serves to adjust the child to school
environment before he begins his work in the first grade.
Supervised play enters into a large part of the activities
as well as rest periods and development of various projects.
One kindergarten room is required here, since, with an
enrollment of 180 pupils in the school, the average size of
the kindergarten grade would be 26 pupils.
The age of these
pupils will vary from four to six; the majority of them will
be four and five years with only a few six years.
Planning for a class size of 30 and allowing 40 square
feet per child, the clear area of this unit would be 1200
square feet.
The room should be homelike and attractive,
and oriented for morning sun.
It should preferably be isola-
ted from the rest of the school-have its own entrance and
also its own play yard.
84
The specific requirements and equipment includes:
1)
A cloak room or wardrobe
2)
A private toilet which can be used by both
sexes (stool and lavatory)
3)
Closet and cupboard space to permit storage of
activity supplies, playground supplies and
equipment
4)
Shelves and storage for blocks, toys, rest rugs,
cots, easels, and children's books
5)
Cupboards or individual lockers for children' s
work
6)
Drinking fountain
7)
Refrigerator space to store milk and storage
for crackers
8)
Some chalkboard and as much tackboard as wall
permits
9)
10)
Work counters and sink
At least twentysesix chairs--ll to 12 inches high
and a chair for the teacher
11)
Record player and radio
12)
Tables-designed either for two, four, or more
pupils.
85
Classrooms
"The modern classroom serves for more than the mere
book teaching and learning of lessons.
It is also a work-
room where the children use various materials and learn
largely through group study and projects.
It is a labora-
tory, where children learu through their experiments and
work and where under best conditions they cultivate enjoyment of their work and an enthusiasm for learning.'
1
The Brookline educational program calls for such a
classroom or laboratory.
Therefore, the traditional 18
square feet per pupil is not sufficient; 35 square feet
per pupil is a reasonable figure to use.
However, there
is no reason why we should assume that all the elementary
classrooms should be the same size and shape or have the
same equipment since the requirements vary for each grade
from kindergarten upward.
But, by using 35 square feet
per child, an proximate size of the classroom is determined.
ough the average class size for the first
E
stage of th
school will be 26 during the peak enrollment,
the design
ipl be based on a class size of 30 pupils; the
area thenwul
be 1050 square feet.
1 - Sama G. Wiener, "The Changing Classroom."
Jiornal. January, 1948, p. 21.
School AJgr
86
In order that the classrooms might fulfill all the needs
of the educational program for this school, it is essential
that a great deal of flexibility be achieved. One of the
most important ways of achieving this flexibility is to have
lot of space within the classroom; of course, there is an
economical limit.
Movable furniture and storage units also
help.
Since the art, science, sewing and other activities will
be taught in each classroom, the classroom must be designed
with a noisy or activity area adapted to the curriculum for
each grade.
Some of the specific requirements which must be provided in order to fulfill all the needs of the curriculum are:
1)
Storage cabinets and cupboards for teaching sup.
plies and equipment
2)
Individual storage or cupboards for children' a work
3)
Vertical file and bookcase or shelves for the
teacher and pupils
4)
Twelve
to
sixteen linear feet of tackboard provid-
ed at the eye level of the pupils (in the lower
grades more tackboard space and less chalkboard
space is needed)
5) Sixteen to
twenty linear feet of chalkboard
87
6)
Sink, easels, and work counter
7)
At least twenty-six movable seats or chairs and
desks or tables
8)
Drinking fountain
9)
Wardrobes or lockers for pupils wraps
10)
Teacher's desk
11)
Work or display table
12)
shelves or storage for blocks and toys in the
first and second grades only.
In the upper grades where the pupils will be taught
manual training, wood storage chests or racks, tool racks
and benches with vises must be provided.
The furniture and equipment in each classroom must be
scaled in relation to the age group that will use it.
Judg-
ing from the age groups in other Brookline schools, the majority of pupils in grade one will be five or six; in grade two,
six or seven; in grade three, seven or eight; in grade four,
nine; in grade five, they vary from eight to eleven; in
grade six, they vary from ten to twelve.
In all of the classrooms provision should be made for some
audio visual instruction.
The teachers want to integrate it
with their reglar instructional program; they do not want to
use it purely for entertainment.
i
88
Toilets
Toilets should be provided in connection with each
classroom in the first and second grades.
But, in the upper
grades for economical reasons toilet rooms for each sex may
be provided off the corridor.
The size of these toilets
depends on the number of fixtures needed; however, the room
should not be less than ten feet wide.
The following is an estimate of the minimum fixtures
needed., based on the enrollment of 104 pupils in grades
three to six, using the ratio of fixtures to pupils as ad,vocated by the American Association of School Administrators:
Water Closets
Lavatories
(one per 50 girls)
Water Closets
Urinals
(one per 30 girls) . . . 2
(one per 60 boys)
(one per 30 boys)
Lavatories
.
.
.
.
1
.
.
.
1
. . . . . .2
(one per 50 boys) . . . . . 1
In all cases never less than two fixtures of each type
should be provided in each toilet room.
If these toilets are so located that children using the
pleygroundo do not have access to them without going through
other parts of the building, then additional ones must be
provided.
89
The school department realizes that the school lunch is
an integral part of the education.
Therefore, in the curri-
culum, a thirty-minute recess is provided each day during
which time the lunch is served.
Ihe time is
so arranged be-
tween the hours of 11:00 a.m. and 12:30 p.m. that it
may be
served in three shif ts in order to economize on dining
space.
For this first stage of construction the cafeteria will
be planned on the basis of two shifts; this, allows for expansion.
By referring to the enrollment which in 1956-1957
would be 180, it is necessary to seat 90 pupils at each
shift.
Therefore, allowing approximately ten square feet
per pupil, the size of the dining area would be a minimum of
900 square feet.
Since this area will be used for dining purposes for only
one hour or so per day, there is no justification for limiting
its use to dining purposes alone.
By providing some arrange-
ment of quickly and easily storing the tables, this room can
be used for assembly purposes, for dramatics, band practice,
visual instruction, and other activities.
This, then, demands
a stage, storage space for musical instruments and other equipment, and a sound-proof separation from the food preparation.
90
FNthermore,
this room will be used for community functions
and group meetings of the general public.
The food preparation area or kitchen will require at
least 300 square feet which is usually considered sufficient
for a meal load of 200 or less.
Food storage should be pro-
vided for at least one-half square foot for each meal served;
therefore, a minimum of 90 square feet is required.
Provision
should also be made for delivery and waste disposal.
A school lunchroom with a daily meal load of 150-250,
which corresponds to the first stage of this school, will
usually require the following basic equipment:
1)
Two-osection heavy-duty range, with oven
2)
Two-compartment vegetable and pot sink
3)
Three-compartment dishwashing sink (or a singletank dishwashing machine with 20, x 20' racks)
4)
Mop sink
5)
Wash basin
6)
Refrigerator, 60 cubic feet (or 6' x 6' walk-in
box)
7)
Tables:
Receiving, 244 x 48'; Cook's and baker's,
30' x 72'; Salad and sandwich, 30" x 720; Soiled
dish, 27' x 72'; and, Clean dish, 24" x 48'
8)
Truck, 22" x 300,
28" high
91
9)
Counter, 27" to 30' wide x 10' long (exclusive of
tray and silver area) with 12' tray rail
10)
12quart mixer on 18N x 24N cabinet base. 1
Playroom
In recent years greater attention is being placed on phy.
sical education.
This is certainly true by inspecting the cur-
riculum for Brookline schools, which shows that physical education is taught in all the grades at least 40 minutes per
week.
Since this school in its first stage will serve only the
grades from kindergarten through six, it
provide an expensive gymnasium
is not necessary to
a playroom is sufficient.
this age level exhibition athletics are not a problem.
At
How-*
ever, in order to provide adequate space for the physical
education program, the suggested dimension for the playroom
is 40 feet by 60 feet with a minimum ceiling height of 16 feet.
Lockers and showers are not necessary since at this age level
most of the pupils will wear street clothes for the physical
education classes.
1 - U. S. Office of Education, Federal Security Agency.
Plann
-E
ipng School Lunchrooms (Bulletin 1946,
No. 19, Washington, D. C.: Superintendent of Documents,
Goverment Printing Office, 1946), 23 p.
92
One special teacher will handle these classes.
There-
fore, an office mst be provided adjacent to the playroom
where charts, records and personal equipment can be stored.
Additional storage space for equipment is also essential
both for the playroom and for the playground.
Health unit
Health services will be offered the students in addi-.
tion to the health education, which is an integral part of
the general education.
A part-time urse will be on dnty.
Therefore, a waiting room adjacent to an examination room
is necessary.
The policy followed by the teachers of this
school will be to bring the pupils in groups or classes for
an examination.
This means that a waiting room should accome
modate approximately 25 pupils.
The examination room should
provide for at least 150 square feet; but, there should also
be some place where 20 feet of unobstructed space can be
used for vision testing.
Adjoining this room, there is a
need for a toilet, storage closet, and a rest room.
The
rest room should be large enough to provide for at least two
cots.
It is not necessary to provide for dental examinations,
since the pupils will be sent to a clinic.
93
Teachers' Lounge and Workroom
Teachers in awW elementary school need a place to relax
and also a place where they can work independently or as a
group.
They also need a place where they can meet with the
parents of any child in the school.
This school mast provide such a space for ten teachers;
that is,
seven teachers for the grades of kindergarten through
six, one principal, one nurse and one physical education instructor.
It is possible that these teachers will be both
men and women; therefore, toilet facilities must be provided for both sexes in conjunction with shower facilities.
It is desirable to have access to these toilets from the cor.
ridor as well as from the lounge.
The lounge will be a place to relax; therefore, it should
not be combined with the workroom.
It should be provided with
easy chairs, couch, table, and lockers for clothes.
Since
the workroom is used, as the name irdicates, for work, it
should be provided with chairs, tables, work counter, sink,
storage space for supplies, bookshelves, typewriter and duplicating machine.
Administration
Some space for an administrative unit is essential in any
94
size of elementary school whether it is K-6 or K-8.
The
concept of this unit is that it serves a leadership function
as well as a service function.
Therefore, it
accessible to the public and the pupils.
should be easily
It Is also a check-..
ing in and out place for the teachers.
In this school for Brookline an office is required for
the principal which should be large enough for small conferences.
Adjoining this office, a space for a secretary and
a waiting space for the public is required.
The public
space should be provided with seats, a bulletin board, and
teachers$ mail boxes while the equipment in the secretary's
space should include a desk, chair, filing space and bookb
shelves.
Located close to this unit should be a general storage
closet or space for books and for office and instruction
supplies.
95
STAGE II
The second stage of construction of this school will be
completed when the school becomes a two-room per grade school
and the seventh and eighth grades are added.
This will occur
when the school enrollment is increased as a result of the
subdivision of the estates.
The design requirements for this
stage will be based on the assumption that the estates will
be divided by changing zoning to one-quarter 7 Z, one-quarter
7 1 and one-half 7 D.
Therefore, the requirements will be
based on the enrollments as shown in Table XIX; a peak enroll..
ment of 453 will occur in 1956-1957, which results in an
average grade size of 50 pupils.
A diagram of the room requirements is shown in Figure XI;
however, some of these will be fulfilled in the first stage,
as for instance, one kindergarten room and six of the class.
rooms.
This diagram indicates that the completed second
stage will provide the following space
2 kindergarten
10 classrooms for grades 1 through 5
6 classrooms for grades 6 through 8
1 extra classroom
industrial arts shop
art-ecience room
2r
SER VICE
FIG.
SPACE
XI
REQUIREMENTS
STAGE
Il
97
homemaking room
music room
library
gymnasium
assembly or auditorium
cafeteria
administration space
health unit
teachers# lounge and workroom
boiler room and Janitor space
Classrooms
The requirements for the additional kindergarten room
are the same as for the one in the first stage.
The same is
true for the additional classrooms in the elementary grades,
one to six.
However, in this stage, the addition of the seventh
and eighth grades means that some classrooms must be provided
on the secondary level.
These classrooms will serve the
sixth, seventh and eighth grades, where instruction will be
based on a semi-departmentalized basis.
Thereby, the students
will remain a large portion of the day in one classroom with
one teacher who will be in charge of the "core* program,
while the special subjects, industrial arts, homemaking, art,
98
science, music, and physical education will be taught in spe.
cial rooms.
The time allotment per week for these core sub.
jects will determine the time that is
spent in these class-
rooms, while the remaining time must be spent in the special
rooms.
Two sixth grade classrooms (average class size, 25)
Time Allotment
Core Subject
1)
Arithmetict.....
2) Literature ......
.
200
. . . . . . .
3)
Reading
4)
Written English
5)
Handwriting
6)
Opening Exercises
7)
Economic Education.
.
8)
Geography
9)
History
. . .
. . . .
. .
. . .
.
. . .
. .
er Week
45
. 150
. . . . . . . . . . 250
. . . . . . . .
. .* *
. *
*
40
. . . . . .
. . . .
25
. .20
. . .
. .
. .
. . . . . 130
. . . .
. .
. . . . . . . 130
Total mimtes--use of room per week . . . . . . . . . .
Total mintes-possible use per week
Percent of time room
in use . . .
.
. . . .
. .....
. . . .
990
1350
...
73
Two seventh grade classrooms (average class size, 25)
Time Allotment per Week
Corebect
1) Arithmetic . . * * * *
2)
Literature
* . . . . .
... . .. ... .. ..
200
60
A
99
......
.
. . . .
3)
Reading
4)
Written English.
5)
Opening Exercises . . . . . . . . . .
6)
Geograpby . . . . . . .
7)
History
.
.
.
45
. . . . . . . . . 220
25
135
180
....
Total minutes--use of room per week
865
Total minutes---possible use per week
1350
. . . .
Percent of time room in use
.
.
.
.
.
.
.
.
.
64
Two eighth grade classrooms (aver
age
class size, 25)
Core Subjects
ie
Allotment ner Week
.
.
.
200
*
.
.
.
60
Arithmetic
. . .
2)
Literature
. . . . . . . .
3)
Reading.
4)
Written English.
5)
Opening Exercises . . .
25
6)
Geograpby . . . . . . .
135
7)
History
225
.
.
.
.
......
. . .
*
1)
.
.
.
. . . .
45
220
......
.
Total minutes-.use of room per week
.
.
.
.
.
.
.
. .
910
Total minutes-possible use per week
. 1350
. . . .
67
Percent of time room in use
Since there is a tendency toward informal small group ac.
tivity even in these core subjects, the required area per pupil
will be 25 to 30 square feet which results in a classroom of
100
approximately 900 square feet.
This room
ust have a wide
variety of resources available and allow for maximum flexibility.
Its atmosphere should suggest a work space.
A
great deal of display area and storage space for projects,
supplies, pamphlets, and books is necessary.
Some of the
equipment necessary will be book shelves, magazine rack,
pupils' tables and chairs, teacher's desk, drawer file cabi..
nets, sink with work counter, chalk board and tack board
space, charts and maps and supply cabinets.
Homemaking Roo
Homemaking education includes work with foods, work
with clothing and the study of home making.
Therefore, three
separate areas must be planned within the homemaking department to provide for these activities; however, in this school
they should be included in one room.
The curriculum indi-
cates that this program is offered to the fourth, fifth,
sixth, seventh and eighth grades.
Assuming that only one-balf of each grade will take
homemaking, it is possible to prove that one homemaking room
is sufficient for the enrollment at this stage.
Since class sizes for this program are limited to approximately 15, there will be two homemaking classes per grade.
101
class I
GlANA
IL
4
60
60
5
60
60
6
60
60
7
45
90
45
90
8
90
90
Total
405
405
Total minutes--use of room per week.
. . . . . . .
Total mintes-possible use per week
. . . . . . . . .
Percent of time-room in use
*.....
......
810
.
1350
60
.
In the area which is planned for work with foods. at
least two-ounit kitchens are necessary.
These should be large
enough so that one or more pupils can work at one time.
Equip.
ment within these units would include four.-burner ranges with
ovens, cupboards, refrigerator, a kitchen table, and an irom.
ing board.
In the clothing laboratory, sewing machines, one cutting
table, sewing table, chairs, bookcases, ironing boards, sink
and storage space should be provided.
Adjacent to this an
area of 200 square feet is required, which can be used as a
102
demonstration dining room or living room.
The teacher, who instructs in homemaking, also has
charge of the lunchroom or cafeteria.
Therefore,
it is
desirable that these two units be near each other.
Science-Art Room
It
does not seem reasonable to provide separate rooms
for science and for art, since only the sixth, seventh and
eighth grades will use these special facilities.
Art and
science for the lower grades will be taught in the indivi&d
ual classrooms; in which case, the special art or science
teacher may help out.
Only for occasional demonstrations
would the lower grades use the special room for art and
science.
Classes in the sixth, seventh and eighth grades
can be scheduled so that a combined science and art room is
possible.
Even with such a combination the time allotment
shows that the room theoretically would be used only 71 pez
cent of the time.
Time Allotment
Grka
Class I (Art)
Class II (Art)
6
80
80
7
80
80
8
80
80
-I
103
Class I (Science) Class II (Science)
6
60
60
7
90
90
8
90
90
Total
480
480
Total minutes--use of room per week.
.
.
.
.
.
.
Total minutes-opossible use per week
.
.
.
.
.
. .
Percent of time---room in use
......
. ...
.
960
.
.
.
1350
71
..
In order to fulfill the requirements of the science program facilities must be provided, for teacher demonstration,
lectures, pupils experimentation, discussion, and audio-visual
instruction.
Although, the floor area will be determined by
the arrangement of the equipment, a minimum of 30 square feet
of net area per pupil is required.
Adjacent to this space
should be a storage room with a minimum of 125 square feet of
floor area and a preparation room.
A not floor area of 30 square feet is also needed for art
instruction as well as additional storage space.
This stor-
age space should include not only an adjacent storage room
but also storage shelves, cupboards, filing cabinets, picture
files, book shelves, and cubicles for unfinished work.
A large
104
work table, easels, drawing tables, large tackboard area,
small chalkboard, sink and work counter should be provided.
Industrial Arts
The purpose of the industrial arts program is to acquaint the pupils with several of the industrial arts and
to educate them for life in an industrial environment.
Therefore, it is essential to provide for more than just a
woodworking shop.
Instruction in home mechanics, metal work-
ing, wood working and electrical work will constitute the
program for this school.
The class sises will be limited to
approximately 15 pupils and it can be assumed, as in homemaking, that only one-half of each grade will receive in-.
struction in indstrial arts.
Since there are an average of
50 pupils per grade in the school, there still will be two
classes per grade for shop.
1his special instruction is
offered only for the fifth, sixth, seventh and eighth
grades.
In the lower elementary grades it
is integrated with
the activities.
.&A40g
Time Allotment
QUasN II
Class I
5
60
60
6
60
60
7
8
Total
90
90
300
90
90
300
/
105
600
Total minutes-.use of room per week . . . . . . . . . .
Total minates--possible use per week
Percent of time-room in use
..
...
.
.
..
.
.
.
.
.
.
.
1350
......
40
The shop should be planned for safety; therefore, it
should provide sufficient area to allow ample working space
for each activity.
Usually a minimum of 75 square feet per
pupil is required; however, it must be remembered that only
one-half to three-quarters as many pupils per class can be
accommodated as there are pupil-stations, since each pupil
may use several pieces of equipment during each class period.
The instructor from the planning center should have a
clear view of the shop; therefore, a minimum of partitions
Is desirable.
Another reason for eliminating partitions
within a shop is based on the principle that pupils will be
intrigued into exploring all the components of the shop.
In addition to the machinery to fulfill the needs of
this program, provisions should be made for adequate storage
space for materials, equipment, tools and student projects
and for washing facilities.
Gymnasium
The playroom provided in the first stage will no longer
be adequate for the physical education program when the eirollment increases and the seventh and eighth grades are added.
106
There will be a need for a gymnasium.
All the grades from
one through eight will be given physical education.
Since
the average grade size will be 50 pupils, the average size
of each physical education class will be 25--half of the
classes can be assumed to be girls.
A study of the time allotment and the program indicates
that it might be possible to have only one teacher-station
for any one time since the gymnasium will be in use 75 percent of the time.
Therefore, there would be no need to plan
a gymnasium which can be divided into two parts for simultaneous classes.
Theoretically, this is
true; but, it
is desir-
able to have a divisible gymnasium in order to provide flexi..
bility in schednling classes and to provide for expansion.
%A&2 .Allotent
class I (Boys)
140
Class I(r
40
2
40
40
3
50
50
4
60
60
5
60
60
6
80
80
7
90
90
8
90
90
Total
510
510
107
Total minutes-use of gymnasium per week . . . . . . . . 1020
Total minutes--possible use per week . . . . . . . . . . 1350
Percent of time..~gymnasilm in use
.
.
........
.
75
The gymnasium size, 65 x 90 x 20 feet would provide two
teaching areas 45 x 65 feet by division.
This recommended
size would also fulfill the requirements of a basketball
court.
There is very little need for spectator seats since
seldom will there be exhibition athletic games.
Auxiliary space requirements which are essential for
this gymnasium are listed below:
1)
Boys' Locker Room (providing for a maximum class
size of 30 boys)
a)
30 dressing lockers for gym class
b)
30 dressing lockers for playground
c)
Storage lockers for each boy taking physical
education
2)
Girls' Locker Room (providing for a marium
class
size of 30 girls)
a)
30 dressing lockers for gym class
b)
30 dressing lockers for playground
c)
Storage lockers for each girl taking physical
education
I
108
3)
Boys' Shower Room
(
one shower per 3 or 4 boys )-.8
a)
Shower heads
b)
Area (9-12 square feet per shower head)--96
square feet
4)
Girls' Shower Room
a)
Shower heads ( one shower per 2 or 3 girls )--12
b)
Area (9-12 square feet per shower head)--144
square feet
5)
Boys' Drying Room
6)
Girls' Drying Room
7)
Boys# Towel Room
8)
Girls' Towel Room
9)
Boys' Toilet
10)
11)
a)
2 water closets
b)
2 urinals
c)
2 lavatories
Girls' Toilet
a)
2 water closets
b)
2 lavatories
Equipment Storage
a)
12)
Area-not less than 200 square feet
Directors' Offices (one women, one men)
a) Area--not less than 100 square feet
b) Toilet, shower, dressing
109
Cafeteria
Although the basic requirements for the cafeteria will
be the same as in the first stage, it must be expanded to
provide for the additional enrollment.
Tis expansion can-
not be accomplished by adding another shift of diners; this
would provide additional space for only 90 pupils or a total
of 270.
At this stage the cafeteria must be planned for 453
pupils.
On the basis of two shifts, or a capacity of 225,
the approximate area to which it must expand is 2250 square
feet.
The kitchen also must be enlarged to provide for the
increase in meal load.
Allowing 1 1/2 square feet per meal
load the kitchen should have an area of 675 square feet.
At this stage the cafeteria will continue to be used as
a multipurpose room when it is not used for dining.
It is essential that a library be planned for this
stage.
It will serve only as a school library and not as a
branch library of the Town.
The directors of the Town 1i--
brary feel that branch libraries should not be located in
the school but rather near shopping centers, where they
would serve more people.
110
Therefore, the purposes of this library will be to prow
vide pupils with library material and service, and provide
teachers with library material for educational activities.
Since its purpose also is
encourage them to read, it
to introduce pupils to books and
should be more than a supervised
storage space.
The reading space should be large enough to provide for
two class groups--allowing 25 square feet per pupil, the area
of this space would be 1250 square feet.
On the basis of
10 to 20 books per pupil, approximately 6750 books must be
stored.
This means that at least 845 linear feet of book
shelves are required (8 books per foot).
In addition to these two major spaces,
some space must
be provided for a work room and conference room, space for
storing audio-visual supplies,
Listen-
space for a librarian.
ing to records would probably occur as an extra curricula
activity after school hours.
Administration-Health Unit--Teachers'
Lounge
The requirements for the Health unit and the Administration will be the same as those for the first stage.
However,
additional facilities must be provided in the Teachers'
Lounge
to accommodate 27 teachers; this includes 2 kindergarten, 16
regular teachers and teachers for art, science, music, home..
111
making, industrial arts, physical education (2),
librarian,
principal and nurse.
Auditorium
An auditorium with a stage is necessary which may be
suitable for dramatic and musical activities as well as for
general assembly and audio-visual instruction. However,
there is no need for large stage scenery.
ity should be approximately 400.
The seating capac-
A combination gymnasium-
auditorium is not desirable.
Some of the arguments opposing a combination auditoriuaw.
gymnasium are:
1)
Use of room for auditorium purposes cuts into physi..
cal education teaching time
2)
Inroachment of meetings and daytime community use
-upon physical education
3)
Tie room is too warm for physical education after it
is heated for auditorium use (This is particularly
true since some elementary pupils wear street clothes
for physical education.)
4) Savings in constructions costs may be lost over a
period of building use by-a) Loss of instructional time--physical education
112
b)
Expenditure of janitorial service in conversion of gym to auditorium and vice versa
c)
Increased expenditure for cleaning of curtains
and repair of other stage facilities damaged by
game activities
4)
Increased expenditure for repair and refinishing
of gym floor damaged by chairs and street shoes
Adjacent to the auditorium should be a Music Room since
instruction in music is offered in every grade in this school.
Miscellaneous Mee.
Some space mst be provided which can serve as a confer.ence room and a room for Remedial Reading.
Remedial instruo-
tion is provided for one or two children at a time by one
teacher.
There is a need for a small parents' room which can be
used either during school or after school hours.
It would
be desirable if this room were used only for this purpose.
A Bicycle Room is desirable instead of a bicycle rack
because of the weather in this part of the country.
Since this school will be in a voting precinct, it is
necessary to provide permanent storage for the voting machines.
This should be adjacent to some room which the school can do
without during the voting days.
113
Commnity Use of the School
The extent to which the community will use the school
must be determined before the building can be designed.
Adult education will be one of the major community uses.
This education will include work in the industrial arts,
homemaking and general education such as English, art and
mathematics.
The adults will come once a week; therefore,
it is necessary to provide storage for unfinished projects.
In most cases the adults will use the upper elementary
classes where they will have no problem with the size of
the furniture.
Commnity use will be made of the auditorium for meetings.
The Cafeteria and Gymnasium will also be used.
~1
CLIMATE
AND
WEATHER
115
CLIMATE AND WEATElR
Climatic Characteristics
The winters in Brookline are considerably less severe
and shorter than in some of the other cities in the New
England States.
Since it is near the coast, the rigors of
winters are greatly modified by oceanic influences.
Many
of the major storma of the winter seasons are in the form
of rain rather than snow.
Occasionally these cold rains
freeze as they strike a surface producing coatings of ice.
freezing temperatures do not begin to be of common
daily occurrence until about November 25, and they cease
about March 25.
Swiar
1)
of Climatic Conditions
Average Temperature
. .66
December..
32
June...
January ...
28
July .....
February ... 28
Augut
72
.... 70
..
64
March
...
36
September
April
....
46
October
57
November ... 42
May
.....
...
54
F
116
2)
Average Precipitation
Wan
December
3.4
8.1
January
3.5
11.7
February
3.3
12.5
March
3.7
7.6
April
3.5
2.3
2*
May
3.2
June
3.1
.0
July
3.5
.0
August
3.7
.0
September
3.0
.0
October
3.4
November
3.7
1.6
* Less than 0.01 inch
3)
Sunshine
Average 12r
Perc
te
Possible
December
136
48
January
142
49
February
168
58
March
213
57
April
229
58
May
269
59
117
June
290
63
July
296
64
August
269
63
September
232
62
October
197
56
November
142
48
4) Prevailing wind direction
December
West
Jamiary
West
febrUary
West
March
Northwest
April
West
May
Southwest
June
Southwest
July
Southwest
Angst
Southwest
September
Southwest
October
West
November
West
e
Ila
sun Angles---420 Latitude
SUN
6
SUN
S
N
ET
P.M.
1)
Azimuth "Am
December 22
8 A. M. and 4 P. M.
1270 -
6'
1100 - 48'
September 23
900 - 36f
June 22
noon
1800..
0
September 23
N
1800 *
0
June 22
a
1800 -
0
December 22
2) Altitude
"B"
December 22
21 -- 421
September 23
June 22
18'
8 A. M. and 4 P. M.
a
370
30'
noon
240 . 30'
September 23
a
210 - 42'
June 22
"N
710 ** 30'
December 22
BIB LI 0 GRAP HY
120
BIBLIOGRAPHY
THE COMMUNITY AND THE SURY
Annual Report on Long Range Planning, made by the Brookline
Planning Board, December, 1949.
244th Annual Report of the Town Officers of Brookline,
Massachusetts and the Town Records for year ending December 31,
1949.
Federal Writers' Project of the Works Progress Administrartion for Massachusetts, Massachusetts, American Guide Series,
(Cambridge: The Riverside Press), p. 179.
Historical Records Survey Division of Professional and Service Projects, Work Projects Administration, The Historical
Records S§urve (Inventory of Town and City Archives of
Massachusetts, No. 11, Norfolk County Brookline; Boston,
Massachusetts; 1940), IV, pp. 14-15.
Holy, Russell A., "The 3xchange of Information Between Boards
of Education and City Planning Commissions," The School Board
Jr
July, 1949, p. 29.
Kump, Ernest J., Master Development Plan Survey and Technical
Rort. Antioch-Live Oak Unified District (San francisco, 1946)
Snow, William L., "A History of the Brookline High School,
rt. (1943), p. 300.
1843-1943," 238th Brookline
Souder, Rexford and Moulton, John K., Schools for Brookline
Children (Brookline, Massachusetts: The Public Schools of
Brookline, 1948).
Strayer, George D., Jr., Planning for School Surveys Bloomington, Indiana: Division of Research and Field Services,
Indiana University, 1948) pp. 36.
B-Law and Amendments, Town of Brookline, Massachusetts,
As adopted June 24, 1922, with amendments to and including
August 19, 1949.
Zoning
121
PLANT,
GlERAL
Bogner, W. F., Colton and McLear, Plannni a Schoolhouse for
Toorrow, citfiens. (Cambridge, Massachusetts: 1946).
Bursch and Reid, §o Yu Want to Build a School? (New York.
Reinhold Publishing Corporation, 1947), 128 pp.
Caudill, W. W., Space for Teahg (College Station, Texast
Bulletin of the Texas Agricultural and Mechanical Arts College, 1941), 124 pp.
School nd Univer. Ameri
Cocking, Walter D., Editor,
Publishing
Corporation,
sity. (New York: American School
1948, 1949).
Cocking, Walter D. and Perkins, Lawrence B., Schools. (New York:
Reinhold Publishing Corporation, 1949), 300 pp.
Commission on American School Buildings, Aerca School
Buildings (Washington, D. C.: American Association of School
Administrators, N. E. A., 1949), 341 pp.
M.94 School BuildCyr, Frank W. and Linn, Henry H., 1 ing
ings, (New York: Bureau of Publications, Teachers Colege,
Columbia University, 1949), 162 pp.
N. L., Jr. and Leggett, Stanton,
Engelhardt,
Engelhardt, N. L.,
a
School uilding (New York: Reinhold PbS eq ggaSco
lishing Corporation, 1949), 320 pp.
PlagP a&i
National Council on Schoolhouse Construction, _id for Planp(Nashville, Tennessee: Peabody College,
gigjg Shool Pats.
1946)
Proceedings of the Institute on School Buildings, Plannig
Modern School Buildings. (Madison, Wisconsin: School of
Education, University of Wisconsin, 1948)
Proceedings School Plant Conference and Supliers' Exhibition
(The University of Texas, 1946)
122
Research
_prt fgt hi, Desia of. !
entua
School A
Newton. Massachusetta. (Cambridge- Harvard University
Gradnate School of Design, Master's Studio, 1948).
Todtmann, Gerth, Richard Neutr. Architecture .of Social
Cocen (Tipografia Edanee Ltda, Sao Paulo, Brazil, 1948),
221 pp.
Periodicals
"Building Types, Schools," Arhitectul Record. March, 1946,
pp. 94-124.
"Building Types, Reference Studies in Design," Architectural
Record March, 1948, pp. 118-144.
"Building Types, Schools in Transition," Achitectural Record,
Janmary, 1947, pp. 79-98.
"Building Types, Reference Studies in Design and Planning,"
rchitectural Record, March, 1949, pp. 110-130.
Clapp, Wilfred F., "What We Like About One-Story Schools,"
Record. March,1948, pp. 119-121.
tectal
"Elementary Schools; Critique," Progressive
November, 1948, pp. 51-64.
"Yorum's School for 1950," Achitectural
pp. 134-137.
rchitecture,
,orOctober, 1949,
at architecture et l'enfance," Architecture d'Aujord'hui,
August, 1949, pp. 1-103.
"School Design," Progressive Architecture, April, 1949,
pp. 51-62.
"Schools That Utilize Prevailing Breeze," Architectural
Record. March, 1949, pp. 105-130.
123
CLASSROOMS
Bursch, Charles, "Planning of Classrooms for Postwar School,"
American School Boad Journal, Jamary, 1944. pp. 15-18, 67.
Bursch, Gibson and Wright, "Trends in Classroom Size," The
School Executive January, 1949, pp. 58-59.
Happy Beginning of
Childs, Frank A., "The Kindergarten:
prd Journal. October, 1944,
o
American
School Life,'
Commit tee of Teachers, Elmont, 1. I., New York, "Elementary
School Classroom Design and Equipment-Specifications of
AMrjca School A University, 1946,
Teachers," g
pp. 203-209.
Hacker, Ralph 3., "Junior High School Classrooms," 2
American School and University 1940, pp. 293-298.
"Seattle Prototype Classroom" (W. A. Johnson and Associates,
Architects), Architectural Foram. September, 1948, p. 137.
Wiener, Samuel G., "The Changing Classroom," School Board
Journal January, 1948, p. 21.
CAFETERIA
"School Lunchrooms and Kitchens," Architectural Record,
January, 1947.
AUDITORIUM
Gillette, A. S., "The Auditorium for the Small High School,"
American School Board Journal. January, 1946, pp. 47-48.
SHOP
"The School Shop for General Education," Ar4itectural Record
July, 1946, pp. 91-106.
PHYSICAL EX1OATION FACILITIES
"Gymnasiums and Playroom,"
The School Executive, Angust, 1946,
pp. 43-56.
National Facilities Conference, A Guide for Plannimy Facilities
cafor Athletics, &creation, Physical and ealth. Physic
ashi~gton, D. 0.. American Association for Health,
Z o
Pbysical Education, and Recreation, N. 3. A., 3947), 127 pp.
COSTS
Harriman, Alonzo J., "A Cost Study of School Plan Types,"
Architectural Record, March, 1949, pp. 111-118.
LIGHTING
Bresele, R. L., "Integrated Lighting for Classrooms," Progressive
March, 1947, p. 98.
Architeur,
"Eyes and Ears in School," Architectural Recor
pp. 67-88.
February, 1946,
Haskell, Douglas, "Sixteen Ways to Daylighting a Classroom,"
Architectural Record, May, 1944, p. 75-83.
Eump, Ernest J., NDevelopment of Natural Daylighting System
for Modern School Buildings," American School Board Journa,
June 1948, pp. 35-38.
"Radical Departure in Daylighting," Architectural Record,
March, 1946, pp. 120-121.
"Three Schools are designed around their Lighting systems,"
September, 1948, pp. 107-117.
m,
Architectural
"Transverse Framiing Makes Toplight Economical," Architectural
Record. March, 1949, pp. 126-127.
"Trilateral Illumination in Laurel Elementary School, San Mateo,N
(wump and Falk, Architects), Architectural Forum, September,
1948, pp. 108-111.
125
Wynkoop, y..
NAdvances in Art of Schoolroom Daylighting,"
Architectural Record, July, 1945, pp. 90-93.
HEATING AND VINTILATING
Conmittee of Architects in Ontario, "A Report from Canada
on Heating and entilation" Architectual Record March,
1946, pp. 122-124.
Linn, H. H., v1947 View of Ventilating Requirements in
Schools," perican School Board JoRna, Jamary, 1947,
pp. 5O52.
Progress,"
Otis, G. E., "Unit Ventilation; Its Heating and
29-31.
pp.
1947,
American School Board Journal, Jamary,