Location of School-houses.—In comparatively few instances school-houses are favorably located, being situated on dry, hard ground, in a retired though central part of the district, in the midst of a natural or artificial grove. But they are almost universally badly located; exposed to the noise, dust, and danger of the highway; unattractive, if not absolutely repulsive in their external appearance, and built at the least possible expense of material and labor. They are generally on one corner of public roads, and sometimes adjacent to a cooper's shop, or between a blacksmith's shop and a saw-mill. They are not unfrequently placed on an acute angle, where a road forks, and sometimes in turning that angle, the travel is chiefly behind the school-house, leaving it on a small triangle bounded on all sides by public roads.
Occasionally the school-house is situated on a low and worthless piece of ground, with a sluggish stream of water in its vicinity, which sometimes even passes under the house. The comfort, and health even, of children are thus sacrificed to the parsimony of their parents. Scholars very generally step from the school-house directly into the highway. Indeed, school-houses are frequently situated one half in the highway and the other half in the adjacent field, as though they were unfit for either. This is the case even in some of the principal villages of all the states I have ever visited, or from which I have read full reports on the subject.
Strange as it may seem, school-houses are sometimes situated in the middle of the highway, a portion of the travel being on each side of them. When the scholars are engaged in their recreations, they are exposed to bleak winds and the inclemency of the weather one portion of the year, and to the scorching rays of the meridian sun another portion. Moreover, their recreations must be conducted in the street, or they trespass upon their neighbors' premises. We pursue a very different policy in locating a church, a court-house, or a dwelling; and should we not pursue an equally wise and liberal policy in locating the district school-house?
In the states generally northwest of the River Ohio, six hundred and forty acres of land in every township are appropriated to the support of common schools. Suppose there are ten school districts in a township, this would allow sixty-four acres to every district. It would seem that when the general government has appropriated sixty-four acres to create a fund for the encouragement of the schools of a township, that each district might set apart one acre as a site for a school-house. Once more: school districts usually contain not less than twenty-five hundred acres of land. Is it, then, asking too much to set apart one acre as a site for a school-house, in which the minds of the children of the district shall be cultivated, when twenty-four hundred and ninety-nine acres are appropriated to feeding and clothing their bodies?
I would respectfully suggest, and even urge the propriety of locating the school-house on a piece of firm ground of liberal dimensions, and of inclosing the same with a suitable fence. The location should be dry, quiet, and pleasant, and in every respect healthy. The vicinity of places of idle and dissipated resort should by all means be avoided; and, if possible, the site of the school-house should overlook a delightful country, and be surrounded by picturesque scenery. The school yard, at least, should be inclosed not only, but set out with shade trees, unless provided with those of Nature's own planting. It should also be ornamented with beautiful shrubbery, and be made the park of the neighborhood—the pleasantest place for resort within the boundaries of the district. This would contribute largely to the formation of a correct taste on the part of both children and parents. It would also tend to the formation of virtuous habits and the cultivation of self-respect; for the scholars would then enjoy their pastime in a pleasant and healthful yard, where they have a right to be, and need no longer be hunted as trespassers upon their neighbors' premises, as they now too frequently are.
Size and Construction.—In treating upon the philosophy of respiration at the 92d page of this work, it was stated that, exclusive of entry and closets, where they are furnished with these appendages, school-houses are not usually larger than twenty by twenty-four feet on the ground, and seven feet in height. The average attendance in houses of these dimensions was estimated at forty-five scholars in the winter. It was also stated that the medium quantity of air that enters the lungs at each inspiration is thirty-six cubic inches, and that respiration is repeated once in three seconds, or twenty times a minute. Now, to say nothing of the inconvenience which so many persons must experience in occupying a house of so narrow dimensions, and making no allowance for the space taken up by desks, furniture, and the scholars themselves, a simple arithmetical computation will show any one that such a room will not contain a sufficient amount of air for the support of life three hours. But I will here simply refer the reader to the fourth chapter of this work, and will not repeat what was there said.
In determining the size of school-houses, due regard should be had to several particulars. There should be a separate entry or lobby for each sex, which Mr. Barnard, in his School Architecture,[69] very justly says should be furnished with a scraper, mat, hooks or shelves—both are needed—sink, basin, and towels. A separate entry thus furnished will prevent much confusion, rudeness, and impropriety, and promote the health, refinement, and orderly habits of the children.
The principal room of the school-house, and each such room where there are several departments, should be large enough to allow each occupant a suitable quantity of pure air, which should be at least twice the common amount, or not less than one hundred and fifty cubic feet. There should also be one or more rooms for recitation, apparatus, library, etc., according to the size of the school and the number of scholars to be accommodated.
Every school-room should be so constructed that each scholar may pass to and from his seat without disturbing or in the least incommoding any other one. A house thus arranged will enable the teacher to pass at all times to any part of the room, and to approach each scholar in his seat whenever it may be desirable to do so for purposes of instruction or otherwise. Such an arrangement is of the utmost importance; and without the fulfillment of this condition, no teacher can most advantageously superintend the affairs of a whole school, and especially of a large one.
In determining the details of construction and arrangement for a school-house, due regard must be had to the varying circumstances of country and city, as well as to the number of scholars that may be expected in attendance, the number of teachers to be employed, and the different grades of schools that may be established in a community.