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CONCRETE SCHOOL
HOUSES

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PUBLISHED BY THE

ASSOCIATION OF AMERICAN PORTLAND
CEMENT MANUFACTURERS

BELLEVUE COURT BUILDING, PHILADELPHIA

CONCRETE FOR PERMANENCE

A REQUEST TO THE
READER

FREE HELP

^HOULD you find this bulletin helpful in building
with concrete, we would consider it a favor to
hwt : Jt^ ; so inform us. Likewise, we would
appreciate^ a ' description (and a photograph, if possible)
of :wfeat*y©u«haV6 built. In this way you will assist us
in aiding others in the same way we trust we have
helped you.

If you do not fully understand any part of this
book, or if you desire further information, we would be
glad to have you write to the

ASSOCIATION OF
AMERICAN PORTLAND CEMENT MANUFACTURERS

BELLEVUE COURT BUILDING, PHILADELPHIA, PA.

Concrete School Houses

AS IS the case in many of the institutions of our country, the school
J-\ house is the result of a process of evolution or growth from small
-** ■■* beginnings. Our first efforts toward education were carried on in
private houses under the tutor system, in the "dame school" of New Eng-
land, and in the log school house of pioneer days.

The school house has expanded in size with the increasing attendance
and the development of the curriculum and educational system. Unfor-
tunately, the standards of construction did not keep pace with the progress
of education. While the larger schools were not built entirely of frame,
and had masonry walls, the floor, stairways, and all the inside trimmings
were of wood. These structures were called "fireproof !"

In concrete is the latest and probably the final development of school
house construction. The number of these buildings is constantly increas-
ing and will continue to do so as their advantages are more fully understood.

The Advantages of Concrete in School Houses
Fireproof Qualities. — When one is asked the chief requirement of a school
house, there is no doubt or hesitancy in the reply — fireproofness. Not
practically fireproof or almost fireproof, but absolutely fireproof. It is
astonishing that school boards and officials, who as fathers give their
children every protection that love can grant, should authorize the con-
struction of school houses which, if not veritable fire-traps, are still far
from fireproof or even fire resistant.

The reason for this seeming indifference or error in judgment is the fact
that the types of school houses which have been built for the past fifty
years were considered fireproof. That this is not the case is demonstrated
in a terrible manner in a catastrophe such as that of the fire which destroyed
the Lake View School at Collinwood, Ohio. In this building 165 children
lost their lives, and yet before the fire doubtless most persons would have
asserted that this school was "practically fireproof." No building, no
matter of what the walls are composed, having combustible floors can be

Copyright, IQ15, by the Association of American Portland Cement Manufacturers.

M11913

Fig. 1. — Monolithic Concrete School House, Mineville, N. Y.

considered as proof against fire and a safe place to shelter children as-
sembled in large numbers.

All the large office buildings, banks and institutions are of the most
improved construction, made fireproof by every known method, with
ponderous vaults to safeguard books, documents, records and currency.
In contrast to this, the school house sheltering our children, who are more
precious than all the stored wealth of the world, is built often in a hap-
hazard fashion, without thought of its lack of protection from fire.

That reinforced concrete is the most fire-resistant construction known
is conceded by the foremost engineers and architects. Not only is it fire
resistant, but is a fire preventive. Figure 3 shows a corridor in the Nor-
folk High School. A glance will show that it is impossible for fire to spread
along such a passageway. For example, should a fire begin in the wood-
working shops, which are at the right on this corridor, the flames would be
confined to that one room owing to lack of material for them to feed upon.

As an instance of this action of concrete in confining flames the follow-
ing is interesting. Fire started in the fourth floor of the concrete building
of the Dayton Motor Car Works, Dayton, Ohio. This building had
been so recently completed that automatic fire doors had not been installed
to protect the openings from the new building into an old five-story first-

2

Fig. 2. — Lake View School, Collinwood, Ohio.

165 Children.

This Fire Cost the Lives of

class mill construction building adjoining. The fire started in the up-
holstery department on the fourth floor of the concrete building, and after
burning the contents of this floor spread to the brick building adjoining,
where the roof, fifth and fourth floors fell in a charred mass and wrecked
the building. The flames were confined to the fourth floor of the con-
crete structure and the balance of the building was uninjured. Within
two days manufacturing on the burned-out floor of the concrete building
was resumed.

The Thos. A. Edison Plant fire at West Orange, N. J., is another dem-
onstration of the ability of concrete to withstand fire. Every other type
of building which caught fire was totally destroyed, while the concrete
structures are intact and are being used again for manufacturing.

The heat of burning contents of a factory imposes a much severer test
upon the building than could ever occur in a school house, which gives the
latter a large factor of safety.

Maximum Daylight Available. — While the safety of concrete is its
great advantage, there are other very attractive points that claim atten-

3

Fig. 3. — Corridor in Norfolk High School. No Opportunity Afforded for

Spread of Fire.

tion. In these days of efficiency engineering there can be no doubt of the
advantage of plenty of light in the factory and office and therefore equally
in the schools. Who can say how often the foundations for future eye
trouble are laid in the dark school-rooms which are only too common?

Owing to the monolithic character of the concrete walls and columns
and their great strength, large window area is possible. This is particularly
true where a reinforced skeleton system is employed and the walls are
only a veneer to keep out the elements. Concrete factories have window
areas as high as 85 per cent of the total wall area, and it is stated by some
owners that the large amount of light increases their employees' efficiency
five to ten per cent. If such an increase is possible in the factory, it will
be more than possible in the school-room. Children are very susceptible
to their surroundings, and the influence of a bright, well-lighted room can-
not help but be for increased efficiency.

Sanitary Qualities of Concrete. — Great stress is now laid on the teach-
ing of hygiene and the inculcation of sound ideas on sanitation. As an
object lesson nothing can be better than the example of a clean, whole-
some, sanitary school. The sanitary qualities of concrete are self-evident.
It is needless to say that a building entirely of concrete is absolutely
vermin-proof. Where floors join the walls and partitions the floor can be

4

Fig. 4.

-Physical Laboratory, Norfolk High School. Note Sanitary Concrete
Floor and Absence of Woodwork with the Exception of Desks.

coved or filleted so as to eliminate wooden base-boards and all cracks
where dust and dirt may collect. The comparatively slow conductivity
of heat by concrete results in a school house that is warm in winter and
cool in summer.

Costs of Concrete Construction. — The cost of a building should not be
measured by the first cost, but the ultimate cost also must be considered.
In first cost reinforced concrete school houses are in general as low as brick
and naturally higher than ordinary frame construction. In some cases
concrete costs are even lower than for brick buildings with wooden floors.
Since costs are dependent entirely on local conditions, such as labor, avail-
ability of materials, etc., it is impossible to give data covering all localities
and conditions. As an evidence of the low first cost of concrete the follow-
ing costs, as given by John T. Simpson, C. E., are interesting:

"The Board of Education at Irvington, N. J., a few weeks after the
Collinwood fire, brought out plans for the erection of a four-class-room
building. The original design called for typical brick walls with wood

Fig. 5. — Central Avenue Public School, Madison, X. J.

floor construction. When the bids were received, it was found that this
building could be duplicated in reinforced concrete for three hundred
dollars less than the best prices received on the basis of brick and wood,
and, as a result, to the town of Irvington, N. J., must be given the credit
of being the first to adopt this type of construction for public schools in
this section of the country. After several years of service, the building
has proved so satisfactory that they have adopted this method of construc-
tion for all new school houses.

"While this building was in progress of construction the members of
the Board of Education of Summit, N. J., who were planning to erect a
nine-class-room and assembly-room building, visited the work and were
so well pleased with the construction that they adopted reinforced con-
crete for their new Lincoln School.

" The neighboring town of Chatham, N. J., a few months later, obtained
bids on both brick and wood and reinforced concrete. The result of the
bidding showed that a reinforced concrete building could be built for the
same price as the building of brick and wood. Unfortunately, however,
as is often the case, the appropriation was made before the plans were
drawn, and as the bids for a brick and wood building were taken on sepa-
rate items, the Board was able to contract for as much of the building as
the appropriation would provide for, and later made another appropria-
tion to finish the work. This building is an exact duplicate, in floor plan,

6

Fig. 6. — Lincoln School, Summit, N. J.

of the building adopted about the same time by the Board of Education
at Madison, N. J., for their Central Avenue School, and which building was
built of reinforced concrete.

"It should be noted that in the Chatham building the second-story
walls were but eight inches thick, the cornices were made of wood, the
flashings of tin and the ceilings of stamped metal in order to keep the cost
as low as possible ; but, notwithstanding this, the price for the reinforced
concrete building was no more than that paid for the brick and wood
structure.

"At Millburn, N. J., competitive bids were taken on brick and wood
and reinforced concrete on a four-class-room building. The average bid on
the brick and wood basis was five thousand dollars higher than the price on
the reinforced concrete basis. One bid, however, on the brick and wood
was about the same as the price on the concrete basis. The Board de-
cided in favor of the reinforced concrete building.

"Perhaps the best example of what can be done in reinforced concrete
was the result of the bidding on Public School No. 11, at Bayonne, N. J.
As this building is larger, the comparison would necessarily be better.

Fig. 7. — Roslyn Faems School, Carnegie, Pa. Splendid Example of Small Con-
crete School House — Cost $3,000 Complete.

This building contains twenty-seven class-rooms, teachers' and principal's
rooms, library and an assembly hall seating one thousand people. This
does not include any of the rooms in the basement, several of which are
used for class purposes.

"The lowest bid received on the basis of brick and wood was $132,-
700.00. The contract for the construction of the building was awarded on
the reinforced concrete basis for $111,000.00— a saving of $21,700.00.
All bids were without heating and plumbing work."

While first cost is the cost that is usually considered, the maintenance
charges are also of importance.

Concrete buildings require practically no maintenance for the structure
proper. It should not be considered that concrete is suitable only for
large schools, for it can be utilized in small structures which otherwise
would be built of wood. Aside from the question of fireproof ness, it is here
that maintenance costs are of importance. The wooden structure needing
regular painting and the replacing of rotting boards is a constantly increas-
ing expense, in striking contrast to concrete, which, besides needing no
repairs or maintenance when new, actually grows stronger with age.

-Norfolk High School under Construction. Reinforced Concrete
Skeleton and Floors with Brick Veneer.

Appearance. — On the score of appearance there now need be no hesita-
tion in deciding on concrete. In every locality there is some work in con-
crete which shows its possibility in securing a surface and form that is
pleasing to the eye. These demonstrate that no longer can it be said that
concrete surfaces present a cold, uninviting appearance. By employing
suitable aggregates and by finishing the surface with scrubbing, tooling, or
sand blasting, there is produced a surface uniform in texture and color.
These operations expose the aggregates to give the desired color, which,
of course, depends upon the original color of the sand and stone.

The use of colored tile inserts and simple, dignified architectural details
supply all the ornamentation needed. Ornamental band courses and
entablatures over windows and doors are possible with concrete, and the
most elaborate undercut details can be employed where required by the
architectural design.

Types of Concrete Construction for Schools

Several types of concrete construction are utilized in school-house build-
ing. The one best suited for each particular case depends on the size of
building, layout, and local conditions.

Monolithic Concrete. — In a monolithic school house there need be
absolutely no wood other than furniture, desks and chairs, so that there is

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Fig. 9. — High School, Fort Worth, Texas. Concrete Floors and Skeleton.

practically nothing inflammable in the building. The walls, floors, beams,
and columns are all of concrete reinforced with steel in the form of rods,
wire mesh, or expanded metal. Partitions are of concrete or cement
plaster on metal lath. Stairways are also of reinforced concrete; one or
more preferably enclosed with concrete walls so as to form a " tower fire-
escape." Such a stairway would allow children on the upper floors to
descend safely to the street even though an intermediate floor was a mass
of flame. The best construction calls for metal doors and interior trim,
metal window-sash and frames, and, where necessary,- windows equipped
with wire glass.

A building constructed in the manner described is practically a mono-
lith; the walls, floors, beams and columns being all tied together by con-
crete and steel. Such structures, when tested in conflagrations, earth-
quakes, and cyclones, have demonstrated that reinforced concrete is the
safest and most enduring construction known to man.

Reinforced Concrete Skeleton. — It is sometimes the case that a new
building must be erected to conform in appearance to older structures,
having walls of brick, stone or other material — or architectural considera-

10

Fig. 10. — Concrete Block School House, Stuart, Florida.
i
tions demand the use of such walls. Under these conditions it is possible
to retain most of the advantages of monolithic construction and still com-
ply with the requirements.

This is done by building floors, beams and columns of reinforced con-
crete, forming a skeleton frame upon which is installed the walls, consisting
of a veneer of the desired material, properly tied to the concrete members.
In this construction the walls bear none of the load of the floors and act
merely as curtain walls to keep out the elements. As the strength of the
building is independent of the walls, large window areas can be provided
for, as before mentioned.

Concrete Blocks. — In many rural and suburban sections, the small
number of pupils requires only a small school house of one or two stories,
with only a few class-rooms. It is too often the case that such structures
are of frame construction, requiring constant repairs and are always in
danger from fire. Concrete blocks are especially fitted for such structures.
No wall forms are required and the costs are very low. Blocks with air
spaces are utilized, giving a wall that has excellent insulating properties
against heat and cold. Such walls, however, are always furred, lathed and
plastered on the interior face to prevent any possibility of condensation.

Needless to say, the best principles of concrete block school-house con-

11

Fig. 11. — Jefferson School, Salt Lake City. Monolithic Reinforced Concrete.

struction call for concrete floors — reinforced if self-supporting — and con-
crete stairways. A school house with wooden floors cannot be considered
fireproof. The forms for floors are very simple and not costly, consisting
merely of a temporary wooden floor supported by wooden studs — all of
which are removed when the concrete becomes self-supporting. The floor
forms then are used for upper floors or for other purposes.

Where the appearance of concrete blocks is objected to, Portland
cement stucco can be applied to the outer surface of the blocks — which in
this case are made with plain flat face. The prejudice against the appear-
ance of blocks is now abating to a large extent, because of the improve-
ments in manufacture which secure a more pleasing surface and avoid the
imitation of other materials. Very pleasing color effects can be secured
by the use of stucco, without, of course, affecting any of the desirable
qualities of block construction.

The different types of concrete school houses are each adapted to
certain conditions, but all fulfil the paramount requirement, that of safety
from fire risk to child life.

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FORM NO. DD 6A, 1 2m, 676 UNIVERSITY OF CALIFORNIA, BERKELEY

BERKELEY, CA 94720

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M11912

THE UNIVERSITY OF CALIFORNIA LIBRARY

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