xt7djh3d2d90 https://exploreuk.uky.edu/dipstest/xt7djh3d2d90/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1940-06 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "The Classroom and Shop for Teaching Vocational Agriculture", vol. VIII, no. 4, June 1940 text Educational Bulletin (Frankfort, Ky.), "The Classroom and Shop for Teaching Vocational Agriculture", vol. VIII, no. 4, June 1940 1940 1940-06 2021 true xt7djh3d2d90 section xt7djh3d2d90 4, (3.

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0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

THE CLASSROQMLAND
SHOP FOR},

TI I‘ING VOCATIONAL
AGRICULTURE

Published by

DEPARTMENT OF EDUCATION

JOHN W. BROOKER
Superintendent of Public Instruction

h
ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Fra'kaOY‘t. Kentucky, under the Act of August 24, 1912.

Vol. VIII 0 June, 1940 O NO-4

F O R 13 \V O R D

With more than 270 departments of vocational agriculture in
the high schools of our state. it seems ﬁtting that we should have a
publication on arrangement of the agriculture classroom and shop.
This publication should he of direct? service to superintendents and
principals who may have or who are planning to have vocational
agriculture in their schools7 and. to tcachers of: vocational agricul-
ture, and should he, of gene ‘al public interest.

This bulletin has lieen prepared by the staff at the Division of

Vocational Education.

Jonx W. BuooKER
Suprriuiaudm:/ of Public Instrllr‘l‘lml

Arranger
Voca.

Lighting
Agricultu

Drawings

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INDEX

Arran
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V00at10na1 Agriculture and Shop for Teaching age
Li h ‘.
g hug the Agriculture Room 5
AgricuItu -------------------------------------------------------- 6
re 01 - """"""
assroom, lerary, and Equipme t
DraWings n Standards ............... 11
15

235

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236

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ARRANGEMENT OF THE CLASSROOM AND SHOP FOR

TEACHING VOCATIONAL AGRICULTURE
In general, in teaching vocational agriculture in Kentucky, one
room is used for all classroom work, and another room is used for
farm shop. There is no separate laboratory room, as the ﬂat tops
of the tables provide level working space for the laboratory aspects
of agriculture. Usually the classroom is in the main building. Any
good classroom, desi'ably located, may easily be converted into a
classroom for vocational agriculture. Many shop rooms are in the
main building, and many are separate from the main building. In
several school the agriculture classroom and shop room are in a
building to themselves.

It is desirable that the classroom and shop room be close
together, and be located so that the department can be entered with-
out going through the rest of the building. It should be possible to
enter the shop directly from the outside; and the entrance should
be large enough to permit bringing in a mowing machine or remov-
ing a self-feeder for hogs.

This publication presents a discussion of lighting, as an under-
standing of certain principles of lighting is fundamental to securing
good room ar'angemcnt. It presents the Kentucky standards for the
agriculture classroom, library, and room equipment. The agricul—
ture library belongs in the agriculture room. The publication also
Presents photographs and drawings showing classroom and shop
l'oom arrangement and room equipment. It does not include a
discussion of what might be termed teaching equipment.

LIGHTING THE AGRICULTURE ROOM

Any recommendations on arrangement of the agriculture room
must take into consideration certain principles of lighting. Much
reading and written work is done in the classroom. This discussion
altemp’ts to list some of the simple things to be kept in mind in
hghtillg‘ an agriculture classroom, whether one has the planning of
“Wm to be built or whether, as more usually will be the case, he
has to make an old room conform to accepted standards.

During the past twenty-ﬁve years practically all progressive
f-Omn'lunities and capable school architects have accepted unilate all
5:33? liiilglit from the pupils’ left side only) as the best type of
building- (1)11th f01‘ the classroom. Any other arrangement 111 a
teaches If runodern size Will be disturbing to the pupils or to the

- caching is to be a professron, the teacher must use his

237

eyes for many years. The teacher can no more aﬁord to face the
light than can the pupils.

There should be one-ﬁfth as much window glass area as there is
ﬂoor area in the room. If, for example, the room is 30 feet long and
23 feet wide, it is necessary to place in the 30-foot wall to the left of
the pupils 138 square feet of glass. This amount of glass area is
easily possible. If the ceiling is 111/2 feet high and the bottoms of
the windows are 31/2 feet above the ﬂoor and the tops extend within
6 inches of the ceiling (tops should always be near ceiling), the
length of the windows would then be limited to 71/1} feet. In order,
therefore, to get approximately 138 square feet of window surface,
18 feet of wall space would be used for glass. This would leave 12
feet for mullions between windows, and the corner supports. At
least 5 feet should be left in the wall to the front. The mullions
should be as narrow as building safety will permit. Six windows 3
feet wide and 71/2 feet long will give the standard glazing for this
room. More glazing rather than less should be used, as it is easier to
exclude excessive light than to increase a deﬁciency.

The importance of the windows’ extending close to the ceiling
should be emphasized. One foot of window area near the ceiling
will do more to light the room than 2 or 3 feet near the bottom.
A moderately high ceiling is necessary in rooms 23 or 24 feet wide:
in order to insure suﬁicient light to those pupils seated farthest from
the windows. The light for the inner portions of the room comes
mainly from the higher openings. The distance from the ﬂoor t0
the top of the glass area of the window should be at least one-half
the width of the room. One could easily increase glass area by
extending the windows nearer the ﬂoor, but light entering so low
really does more harm than good. Light falling upon the tables
should come from above the level of the eyes of the pupil when
seated at his table.

The unevenness in the illumination in the diﬁerent parts of “1.9
room is the most difficult problem of lighting. The situation is
presented graphically in the accompanying ﬁgure. (The ﬁgure 15
taken from the report of the NRA. Committee on School House
Planning.)

This curve represents a typical case of illumination at Sue?”
sive two-foot intervals in a room lighted by windOWS on one Side:
It is seen that the illumination falls off in regular fashion. T0 move
a table four feet from the window reduces the illumination abOut
one third. The proportion, of course, varies with different factOI‘S,
but this is a typical case. The big problem in lighting is to light

238

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the dark seats, to narrow the ratio betwen the illumination on the
dark side and the brighter side of the room. Each of the following
devices helps light the dark seats, helps avoid the falling off of
illumination from the light row of seats to the dark row of seats:

I)
H.

Large amount of glass area (already discussed)
Increasing height of windows in proportion to width of
room (already discussed)
Selecting proper shades (not blinds) and raising and lower-
ing the shades from the middle of the window rather than
pulling them down from the top. A double shade hung in
the middle of the window, in a bracket made for this pur-
pose, is better than a shade hung at the top. If the light in
the far side of the room comes mainly from the upper
sections of the windows, it is obvious that pulling the shade
down over these sections will have the same effect as lower-
ing the height of the windows. To lower the shade from
the top is to reduce illumination at the wrong point.
Lowering the shades from the top reduces illumination on
the dark side of the room more than on the light side. A
shade should be selected that will permit light to pass
through on a bright day without admitting glare. A light
buﬁ' tint is good. Bisque (a light sage) is good. Shades
should never be drawn when unnecessary. Some teach-
:Ps seem to have a mania for pulling down the shades
Just so so.” The primary function of a shade when
drawn is to exclude excessive light and glare. Torn,

239

cracked, or ill—ﬁtting shades are a menace in that when
pulled down sharp rays of light penetrate into the room
with much more intensity than when diffused through the
unobstructed Window.

Proper painting, using surfaces that reﬂect a large amount
of light (not glare). The color of walls and ceilings plays
an important part in lighting. Glossy surfaces produce
glare and have an injurious effect. Rooms with unusually
good exposure and very bright light should be ﬁnished with
slightly darker tints than rooms having ordinarily good
light. On the other hand, rooms located 011 inside parts of
the building and not too well supplied with light should
be ﬁnished in the lightest tints obtainable without result-
ing in glare. Combinations of ivory and gray are favored.
Whichever color is used, the best 1) 'aetice is to employ at
least two tones: the walls to within 2 feet or so of the ceil-
ing the darker of the two tones; the rest of the walls
together with the ceiling, in the lighter tone. If there iS
wainscoting, it should be ﬁnished in a darker tone than
the walls above. The ceiling under all conditions should
be a. very light color, but only in. rooms where the
lighting is not, adequate ought it to be white. Ceilings
should have a reﬂection factor of at least 0.7 (a good white
surface reﬂects as much as .85), and walls at, least 0.5-
All woodwork should be ﬁnished to a dull surface regard-
less of the color. Glossy surfaces will minimize the Value
of the best lighting system.

Proper placing of blackboard. Blackboards of the 111OSt
approved type are of themselves a, light-reducing element.
This is unavoidable. However, the blackboard can be
placed so as to minimize its effect in darkening the 1'00111-
Obviously, the blackboard darkens the last row of seats
most when it is placed to the right of these seats. Former-
ly in general school work when pupils (lid much work at
the board, boards were placed to the front and also to the
right of the pupils. Cheap paper has made the Pul’i1S7
board less necessary. Both experience and experimental
evidence show that pupils use the board very little. The
blackboard today is largely the teacher’s board. This 19
not to say that pupils should not “go to the board.” If the
pupil goes to the board he usually does so to assist in teach-
ing. The agriculture teacher, especially in using The

240

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problem method, makes much use of the board. \Vith
unilateral lighting, the teacher’s board should be at the
front end of the room, with preference given to the center
and right half if the board does not extend all. the way
across the front.

There are other important factors in the use of the
board, besides the saving of light in the room. It is usually
more convenient for the teacher to use the board at the
front end of the room rather than at the side. If the
teacher uses the board at the side he must face the windows
when he faces the pupils. The pupils who sit on the inner
back seats often have difficulty in reading the material on
the side blackboard if it is near the front; the pupils can get
but a slanting view of it. Deterioration of blackboard sur-
faces is a. common eye hygiene evil. Often the surface is
streaked and chipped, making the writing difficult if not
impossible to see. The bottom of the board should be
placed high enough from the ﬂoor that the pupils at the
back tables may read.

Of course, almost anything placed to the right of the
last row of seats absorbs light. This would be true of a
library ease. The books and many bulletin boxes are
darker than the wall, besides there are the shelves and
pockets which interfere with light reﬂection.

It should not be inferred from any of these statements
that a blackboard should never be placed to the right of
the pupils. With the amount of window surface here
recommended, it. is possible to place a blackboard to the
right and still have good light. If the blackboard extends
only a part of the way across the front of the room, it may
be desirable to have a supplementary blackboard to the
Pupils’ right.
if light cannot be taken to the pupils, the pupils may some—
times be taken to the light. If the windows are placed at the
Proper height from the ﬂoor and if shades are properly used,
there is no excuse for having a wide aisle between the tables
and the windows. Sometimes the inner row of tables may be
mOVed several. feet nearer the light, which helps
tremendously.

Supplement with artiﬁcial light. Every agriculture room
should have electric light if electricity is available.
Reﬂlardless of the care that may be taken to secure natural

241

light, artiﬁcial light is needed to supplement the daylight
on dark days. On cloudy days and in the Winter during
early morning and late afternoon, daylight is not suﬂicient
for comfort to the eyes when reading. The increasing use
of agriculture rooms for evening and part—time schools is
alone sufficient to require a lighting system that will
measure up to modern standards.

One of the biggest problems in artiﬁcial lighting, as in
natural lighting, is to prevent glare. Eyestrain maybe
caused from glare as well as from insuificient illumination.
Electric lights exposed cause marked glare. The glare
from unscreened lights in the schoolroom is a menace to
the vision and a direct cause of eyestrain. Artiﬁcial
lighting should be indirect or semi-indirect. In the indirect
system the light is diffused throughout the room. In the
semi-indirect system the bulbs are enclosed in translucent

‘ glass. The latter system may be preferred from the stand-
point of maintenance.

Lights should be placed so that there will not be
annoying shadows. Spacing of units should not be more
than one and one—half times the distance that the units are
mounted above the working plane. An agriculture room
23X30X111/2 feet should have at least four lights if the
lights are placed against the ceiling, and at least six lightS
if the lights are dropped appreciably.

This discussion on light has held to accepted standards in simple
ways. Considerable experimental work has been done with skY'
lighting as a means of securing eveness of illumination. Obviously,
there is no dark side of a room with skylights. Glare is hard to over-
come in skylight lighting. Some use has been made of ribbed glass
in the upper sash of the windows as a means of diffusing light to
the back of the room. One difficulty with ribbed glass is the keep-
ing of the glass clean so that it will work.

If one already has the room, his problem then becomes making
the most of what he has. Ordinarily, one cannot raise the ceiling,
but usually there are things he can do to provide more and better
light. It is often possible and practical to cut new windows. The
halls and ceilings may be done over in light colors. Unnecessal‘}I
blavckboards may be removed. Dark shades that pull down from the
top may be replaced by proper shades rightly attached. E190?”
lights may be properly installed. The tables may be shifted 111t0
better position so as to make use of the light. Where buildingS are

242

close to ea<
painting t1

Of all
receive an
costs some
Industry h;
tion as a f;
a more im]
changes in
greater im
health, and

AGRI

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close to each other, the darkening of the rooms may be alleviated by
painting the outer opposite walls white.

Of all equipment we furnish the child in order that he may
receive an education, light is one of the cheapest. But good light
costs something. School boards often begrudge the little cost.
Industry has come to appreciate the value of high levels of illumina-
tion as a factor in increasing production. Teachers are engaged in
a more important kind of production, the production of desirable
changes in the learners. Proper lighting in the school is of even
greater importance than in industry as it involves the eyesight,
health, and progress of the pupil.

AGRICULTURE CLASSROOM, LIBRARY, AND ROOM
EQUIPMENT STANDARDS
1. Classroom

1. Size—23’x30’ (approximately)

2. Natural light
a. All windows at pupils’ left
Glass area of Windows equal to 1/5 ﬂoor area
Window shades tan or buff
Shades adjustable from both top and bottom
Walls and ceiling painted to reﬂect a large amount of
light, but not glossy
f. No blackboard on the right side of the room
g. No serious outside obstructions to light

3. Artiﬁcial light
a. Light ﬁxtures near the ceiling
b. Frosted globes, semi-indirect or indirect lighting
ﬁxtures
0. Lights on two circuits, left side and right side of room
(1. Four light ﬁxtures in smaller rooms, six light ﬁxtures
in standard-size rooms
e. Twelve to eight foot-candles of light 011 table tops
Fixtures spaced so that distance apart will not be more
than 11/2 times the distance from the light to the work-
ing plane

952.05?

4- Arrangement

a. Library and equipment case on right side or in rear

b- Tables arranged in three rows if room is wide enough
0- Tables spaced 24” to 27” apart
(1- Aisles not less than 18 inches

243

e.
f.
g.

Aisles between tables and walls, and tables and cabinet
Suitable teachers desk or table in front of room
Blackboard on front wall

Room Equpiment
Library and equipment case

C11

Size~20 to 24 feet long

Design—according to standard plan (See page 17)
Finish—stained and varnished or painted to harmonize
with the room

Bulletin boxes

21.

Number—100 01' more

Size—8%”x10”

Design—according to standard plan (See page 18)
Finish—do harmonize with library and equipment case
Where kept—in library and equipment case

Labeled according to standard library key

Pupils’ tables

a. Size—24”x56” to 60” (approximately) top, 30” high
Number—one for each two pupils in class

c. Design—according to standard plan or equivalent
(See page 16)

d. Finish—Stained and varnished with black or brown
top

e. Securely fastened to ﬂoor

Blackboard

a. Size~31/g’x20’ (approximately)

b. Location—front center of. room 36” (approximately)
from floor

0. Type—solid slate or composition board properly

ﬁnished

Bulletin board

a.
b.

Size—315323 (approximately)
Construction—cork board or Celotex7 molding same
blackboard

L0cation—preferably near entrance door to 0

{IS

lassroom

Filing cabinet

a.
b.
c.

Size—four—drawer standard letter
Construction—steel, preferably with Universal
Location——convenient to teacher ’5' desk

lock

244

Ill. Lib

liinet

Lonize

Pupils’ chairs

a. Number~—one for each pupil

1). Size seat, 16”x16” (approximately)
seat height, 17” from ﬂoor
hack height, 32” from ﬂoor

c. Construction—solid oak
seat—full saddled
back—two slats curved to lit lumber curve ol’ back
ﬁnish—school brown or light oak

III. Library

t case

iigll
valent

Jl‘OWJl

atelﬂ

iperly 3'

me as

groom

()Ck

Reference books
a. At least one set on each enterprise in course of study
for group teaching (where available)
b. Size of sets—at least one book for each two boys in
class
0. Additional reference sets:
Feeds and Feeding
Soils
Farm Management
Today ’s Agriculture

General reference books—one or more copies of each for
general reference, as:

a. Diseases of Farm Animals

b. Principles of Plant Growth

c. Field Crops (as Hughes and Henson)

d. Animal Breeding

6. Feeds and Feeding (unabridged)

f. Judging Farm Animals

Reference bulletins
a. One bulletin of a kind for each two boys in class
on enterprise subjects dealt with by the group
b. Three to ﬁve bulletins of a kind on enterprise sub—
jects very likely to be dealt with in individual
work

0. One bulletin of a kind on enterprise subjects which
may possibly be dealt with in individual work

(1. All bulletins numbered and filed according to
standard key

e. Bulletin ﬁles kept up to date

245

IV.

Teaching Equipment

1. Laboratory equipment—sufficient to reach the teaching
objectives

2. Visual aids—sufficient to reach the teaching objectives

Room Accessories

1. Future Farmer regalia (appropriately arranged)
a. Charter (attractively framed)
b. Creed (attractively framed)
c. Purposes (attractively framed)
d. Picture of George Washington

e Picture of Thomas Jefferson

f. Flag of the U.S.A.

g. Miniature plow

h Ear of yellow corn

1 Mounted owl

Rising sun

Llo‘.

2. A picture or two, such as a print of a work of art appropri-
ately framed

3. Illustrative teaching materials in view only when being
used in class work

Future Farmer Hall of Fame
5. Future Farmer trophies, etc.

Accessories—appropriately arranged and hung or placed
at eye level

246

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