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seen, they now open directly into a central hall, which itself has
throughout its length, no direct communication with the outer air.
It will, of course, be appreciated that I am dealing here with
specific objections to the respective types. The admirable manner
in which, with increase in size and complexity, these schools have
been designed to meet educational, administrative and general
hygienic requirements is beyond praise fitting to this report.
Type VI.
Type VI. stands in relation to Type V. very much as Type
III. does to Type IV. The evils of a central hall giving to class
rooms ranged on either side have been mitigated by arranging
for the windows of the hall to open throughout the length of one
side directly to the outer air.
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Types I. and II., III. and IV., V. and VI. respectively
represent different stages of evolution in the necessarily increasing
complexity and size of school buildings. In Types I. and II.
the class rooms, if separated at all, intercommunicate directly;
in Types III. and IV., intercommunication is secured by the provision
of corridors giving access to the separate class rooms; in
Types V. and VI. the intercommunicating corridor has been expanded,
and in addition to providing for intercommunication
serves the purpose of an assembly room.
LETTERS USED IN TYPE PLANS.
A to P = Classrooms.
X = Cloakrooms.
Y = Staircases.