SfeilM; y PRIVATE SCHOOL GALLATIN CANYON UNDERGRADUATE THESIS BY JIM BAUER SUBMITTED TO THE SCHOOL OF ARCHITECTURE AS PARTIAL FULFILLMENT OF REQUIREMENTS FOR BACHELOR OF ARCHITECTURE. MONTANA STATE UNIVERSITY BOZEMAN, MONTANA JUNE 1973 TABLE OF CONTENTS PROPOSAL . . . 1 I N S I G H T . . . . . . . . . 9 S I T E . . . . . . . . . . . 2 2 SITE CHARACTER . . . . . . 2 3 SITE ANALYSIS . . , . . . 26 DESIGN . . . . 3 ^ SITE LAYOUT . . . . C O C O BUILDINGS . . . . . . . . ^2 BIBLIOGRAPHY . . . . . . .100 pJ W6 T plppep Hax A , A. SUBJECT ft rOO IjfrtxO ; J-The subject of my thesis is a private school for a group of young people of the ages 13 to 18. The number of the group will fluctuate between 100-125 students which live at the school and with some local day students which could boost the total enroll­ ment to 150. This would be the maximum number of students which would be considered in this project. The school will be located in the Gallatin Canyon on the north side of the mouth of the west Fork Creek. The land is situated between the highway, 191, and the Gallatin River and covers 38 acres. The highway is the west boundary and the river is the east boundary with the west Fork Creek being the southern boundary between the highway and the river. The land is bordered on the north by land which is owned by other parties. The amount of land owned by the other parties occupies only a few acres before the river bends back to the highway again. The location of the site for this school lends the school to having a dual purpose. The dual purpose being that with such a location the people at the school, who are in a rapid development stage of growth, can develop fully both physically and mentally. With the natural facilities of the site there is no excuse for there being a preference of development. B. THESIS The location of this school presents many problems. The land of this area is extremely delicate and this project must be researched and ideas put forth which will lend to the betterment of future projected development in the area. The question of sewage removal, air pollution and upsetting the evolutionary processes of the land itself will deserve much attention. With a private institution the means of getting things done would be more rapid and effective due to the elimination of an elected school board. I feel with a private school that through evaluation of resources that this micro-environment of the total canyon area can be handled in a way which would serve its human development needs as well as meet the needs of the surrounding ecology. C. RESOURCE PEOPLE The sources of information that I used to help in making my decisions are not completely gathered as of yet, but this is what I have thus far. Right now the main sources are from persons which are right here on campus. The school bias a physical development program so I have talked with Dr. Shroyer, Director of Physical Education, here at M.S.U., about the suggested requirements the physical program should meet. Also in this area, Chuck Karnop, head trainer for the Athletic Department. He, besides being head mechanic for the campus horses, is the one who sets up the conditioning programs for the sports in the off season. This is very helpful in the prevention of injuries during the season. He knows how the body works and what is good for it. Since this is a school for future persons as well as the present, the need for a look into the educational systems was called for. The person who is providing much information on systems which are projected as good is Dr. Robert Van Woert. He is the head of teaching certification here at the university. He has also been a school guidance counselor and had mentioned some of the psychological effects the school can have on a young adult. The site, as mentioned before, poses a very involved problem. For this there is a man who has done a study on the Gallatin Canyon's capacities toward development. His study and information provided by him is of the whole Gallatin Canyon and is not directed specifically at the site which I am working with. While talking to him, he indicated that the project which I am proposing be very appreciative of the area if it has to be built at all. This person is Dr. Gerald Neil son of the Plant and Soils Dept. The person who has helped in the way of getting this idea going is Dr. Michael Copeland. He is the owner of the land and consented to let me use this as a site for a thesis project. He has also found and informed me of much of the resources I have found to date. Also, I have been given the name of the director of school accreditation for the Northwest Region. This will provide a minimum curriculum for the school which will insinuate certain requirement. I have sent some letters of inquiry to a few, approximately 20, private schools which will also give me an idea of present school set-ups. The schools are from areas in the northern and central part of the nation from Maine to Colorado. Other sources of reference have come from bound pages or books. I have read a study called,The Impact of Recreational Development Upon a Primitive Area: A Case Study. This was done by the Plant and Soils Department of M.S.U. and Jerry Neil son, who I mentioned previously, also had a lot to do with this publication. Written resources used for educational systems that have been recommended and found are these for now: Phi Delta Kappa, Journal of Teacher Education, American Education, Journal of American Association of School Principals, Journal of Education Research, American Education Studies, School Management, National Education Association Journal. - 3 - My Thesis Advisor is Gifford Pierce, whom you all know. I asked him to take this position because I have observed that he has had many studios which offered different objectives which I foresee having to solve in m problems. D. OUTLINE OF METHOD This is the manner which I plan to research my solution. I. Topic A. Given in previous part of this proposal B. Look up reference material which will give me infor­ mation about the project I propose C. Conduct interviews which will open areas which must also be researched not already known myself. D. Go through what I have gathered and cut unnecessary material and things which cancel themselves out. E. Start making decisions based on what I have found which produce physical things from the written words. F. From these decisions I will achieve solutions from arranging the decisions into cohesive areas. G. I will refine the rough solutions to the most refined solution time will allow. E. TIME TABLE For the 550 portion of the time table the only things I can say halfway definitely is that I will be at the Monday, Wednesday and Friday meetings at 1:00. With verification from the members of the thesis committee's schedules that there will be some conference meetings on Mondays and Fridays at or around 10 a.m. starting with the first Monday or Friday in February. As for meetings with resource personnel, well, since they are all members of the university staff I feel that it would be unfair to try and pin down times of meetings at this time. The people have assured me, however, to come to see them whenever necessary. I think now that I wil l probably see them at least once a week. F. PRESENTATION In the project I must show how I arrived at the decisions I made. To do this will require Tables and graphs showing soil conditions and climate data. The soil conditions and the way the soil and project come together will be shown in sections and perspective. There will also be a site model with building representations to show the layout of the project in relation to the site and outside influences. Along with these final visual displays there will be sketches and early doodles, etc. to set up a total though direction. I would like to point out here that I don't foresee any working drawing projected for the presentation. Sizes will be given probably but will be "design" sizes not final and absolute dimensions. G. PROGRESS REPORT At the progress report I hope to have the curriculum set up for the school and the anticipated learning technique nailed down. The general size requirements (square feet) needed for the spaces which will be needed in the project. I am aiming also to have the overall function areas layed down on the site and have the general ecological balance achieved in sewage solution and energy input ideas, etc. -PROJECT - - Pr iva te Schoo l PHILOSOPHY AND PURPOSE — Menta l and phys ica l deve lopment a re compat ib le and to prov ide a communi ty o f phys ica l and menta l deve lopment fo r h igh schoo l age persons. LOCATION - - Th is schoo l i s located in the Gal la t in Canyon 45 mi les southwest o f Bozeman, Montana, ad jacent to Highway 191. The schoo l s i te is bound on the east and nor th by the Gal la t in R iver , the southern l im i t be ing the mouth o f the West Fork Creek and the Gal la t in R i ve r . Wi th B ig Sky o f Montana located e ight mi les f rom the s i te on the meadows sur round ing the West Fork . On the s lopes o f Lone Moun­ ta in there i s ample oppor tun i ty fo r phys ica l endeavors as we l l as the menta l exper iences the schoo l p rov ides. REASON FOR SCHOOL - - The B ig Sky Pro jec t fo resees a growth in the popu la t ion in the area to be approx imate ly 5 ,000 year -around res idents . The near ­ es t h igh schoo l wou ld be 50 mi les away in e i ther West Ye l lowstone or Bozeman w i thout th is schoo l . A lso as the schoo l i s located in an area o f a mul t i tude o f recre­ a t ion and spor t oppor tun i ty , there i s an in teres t wh ich would be benef ic ia l to the people a t tending the school . The recreat ional in terests of fered prov ide a sens i t ive observer the chance o f observ ing many eco log ica l , env i ronmenta l impact processes and occurrences that are very re levant to the fu ture o f mankind in th is and o ther areas. LIFESTYLE OF SCHOOL — The s tudent populat ion o f the school w i l l be made up o f young people who have acqui red an e ighth grade educat ion. Th is then suggests a group o f young people that are a t a s tage o f l i fe where the in teract ion in such a school would be a great exper i ­ ence toward f ind ing a d i rect ion of the i r own choosing. The idea o f a d i rect ion must however be found wi th in l imi ts o f "soc ie ty . " Responsib i l i ty would be nur tured through the under­ tak ing of dut ies by a l l people on the school campus. These dut ies enta i l tak ing pr ide in the appearance o f the school and the con­ s iderat ion of fe l low students and people outs ide the school census. The ins t ructors wi l l a lso take on dut ies for the benef i t o f the school . They must prov ide an example for the s tudents a t a l l t imes so that whi le the s tudent is explor ing for a d i rect ion to fo l low, he has ind i rect d i rect ion to ass is t h im. The locat ion o f the school is the impl icat ing cr i ter ia for the dut ies of t he ind iv iduals who w i l l l i ve t he re . Besides un i ty o f t he schoo l popu la t ion , the i so la t i on o f the s i te ca l l s fo r f ac i l ­ i t i es p rov ided fo r the func t ion o f the schoo l . The schoo l mus t p rov ide fac i l i t i es wh ich i n an u rban se t t i ng wou ld be independen t f rom the schoo l . By these func t ions I mean bus iness , popu la t ion o f schoo l age , e t c . , wh ich a schoo l i n an u rban se t t i ng i s b rough t abou t t o f u l f i l l . Th is schoo l wh ich I p ropose mus t p rov ide : an educa t iona l sys tem, l i v ing spaces f o r a domes t i c l i f e fo r i ns t ruc ­ to rs and s tuden ts , re laxa t ion and en te r ta inment fo r the campus popu la t ion . A long w i th these necess i t i es , o f wh ich the re may be more , the re mus t be a number o f suppor t i ng f ac i l i t i es wh ich can p rov ide fo r the wan ts o f the campus popu la t ion and s i t e . In o rde r f o r the f ac i l i t i es be ing p rov ided fo r the schoo l t o have a wor thwh i le sca le , they mus t be open to persons f rom o f f campus . These peop le f rom o f f campus wou ld be mos t l y young pe rsons o f a s im i la r age to those a t the schoo l . The i r coming t o the campus wou ld come abou t ma in l y th rough assoc ia t ion w i th persons i n the schoo l and because the schoo l w i l l o f fe r f ac i l i t i es fo r th i s age g roup . Th is wou ld con t ras t t o the fac i l i t i es wh ich a re be ing p roposed fo r an o lde r and more f i nanc ia l l y capab le popu la t ion . The use o f these f ac i l i t i es i s des i red s ince i t w i l l b r ing on an i n te rac t ion tha t can keep the schoo l f rom becoming an i s land . EDUCATIONAL IDEAL — Th is schoo l mus t be a poss ib i l i t y now and a lso be complementary to the fu tu re . To do th is a sys tem must be chosen as an improve­ ment o f the p resent sys tem and one to wh ich has shown poss ib i l i t i es o f con t inued improvement wh ich w i l l make i t wor thwh i le in the fu - tu re . An educa t iona l env i ronment can have a mass p roduc t ion e f fec t on thoughts . A l l thoughts o f s tudents dur ing the i r schoo l years a re g raded, in tha t the answer a person g ives , i s a re f lec t ion o f what a person was th ink ing . I f a person ge ts a poor g rade th rough these thoughts , i t i s then assumed by the s tudent tha t h is th ink ­ ing i s abnormal . Th is i s poss ib le , bu t i t i s a lso poss ib le tha t th rough the d i rec t ion wh ich the s tudent i s th ink ing , a be t te r and more re f ined way o f f ind ing the so lu t ion can be found. The s tu ­ dent may have go t ten the "wrong answer " because o f a s l igh t mis ­ take in a ca lcu la t ion o r absentminded th ink ing in a par t o f the so lu t ion process ra ther than i t be ing a bad p rocess . In abso lu te rea l i t y there i s no such th ing as an abnormal thought . ^ As long as there i s a benef ic ia l answer found the thought shou ld no t be c r i t i c i zed because someone e lse i s th ink ing in a d i f fe ren t d i rec t ion . Educat ion and the Impu lse L i fe o f the Ch i ld ; Ph i De l ta Kappan, So l Gordon; February , 1966, p . 310 . ~ • For some ins ight as to an educat iona l sys tem which would be good fo r the fu ture and towards the idea l , I consu l ted Dr . Rober t Van Woer t , Head o f Teach ing Cer t i f i ca t ion a t Montana Sta te Un i ­ vers i ty . He ment ioned the open space concept o f learn ing. Th is concept has been used in recent years w i th much success in the e lementary educat ion f ie ld and i s now be ing adopted to the secon­ dary 1eve l . The open space fo rm o f educat ion was deve loped fo r many reasons. I fee l , th rough my research, tha t the main one was to prov ide a resul ts or iented system rather than fo l low the method l e a r n i n g 2 process. For such a sys tem to accompl ish th is idea l , the cur r ic - 3 ulum must be learner centered and re levant to adu l t ro les . Th is cur r icu lum must be more democrat ic , re levant and humanis t ic in i t s ob jec t ives to be ab le to obta in a resu l ts ra ther than method type o f learn ing. To be a resu l ts learn ing sys tem an a t t i tude shou ld be adapted which impl ica tes tha t the r igh t answer i s pos­ s ib le us ing many d i f fe rent methods. Th is cont ras ts to the method type learn ing where the a t t i tude is tha t there i s "a" way o f ge t t ing the answer and you the pup i l w i l l fo l low i t or get poor marks . S ince the sys tem is more for the end resul ts to a prob lem An Educat iona l System fo r the '70s ; Ph i De l ta Kappan, December , 1969, P . 199. ~~ 3 I b id . ra ther than how or fo l lowing " the sys tem," the schoo ls are be­ g inn ing to advance s tudents on a bas is o f accompl ishments ra ther than age.^ Wi th the procedure o f advancement accord ing to ach ievement leve l ra ther than age, many th ings enter in to cons idera t ion . One con­ s idera t ion is the poss ib i l i t y o f a person ach iev ing a t a fas ter ra te in one area than another thus put t ing a person a t d i f fe rent leve ls fo r d i f fe rent sub jec ts . Wi th th is s i tua t ion i t becomes ex t remely hard to accommodate the schedu les o f a l l the persons who wou ld be invo lved in th is s i tua t ion . In such a sys tem the s tudents 1 "growth i s not thwar ted or s tunted by such a r t i f i c ia l and f rus t ra t ing bar r ie rs to learn ing (grades) the i r progress , there fore , i s eva luated in terms o f ind iv idua l growth and deve l - 5 opment , measured in terms o f se l f -capab i l i t y . " The open space type o f educat ion i s ac tua l ly based on the idea tha t there is on ly open space. Th is .opens up the phys ica l boun­ dar ies and ins t ruc t ion boundar ies to accommodate the resu l ts and ach ievement fo rm o f advancement . In th is s i tua t ion the s tudents are ass igned an area in a la rge space based on the i r ach ievement . Then the ins t ruc tors come to each area and g ive a lec ture con­ cern ing a spec i f i c f ie ld . The s tudent i s a lso f ree to move f rom Educat ion D igest , December , 1966. Open Space Schoo ls ; Repor t o f the AAASA Commiss ion on Open Space Schoo l - 1 4 - a lec tu re wh ich he fee ls he has adequate ach ievement to ano ther w i th wh ich he may be hav ing t roub le . The idea o f hav ing the ins t ruc to r come and g ive a lesson on ly long enough to ins t ruc t no t to f i l l up an hour works we l l i n an open space sys tem schoo l . Ins t ruc t ion in th is manner i s we l l u t i l i zed in an independent s tudy program wh ich i s most com­ pa t ib le to open space sys tems. In an independent s tudy cur r i c ­ u lum s tudents a re a l lowed, w i th the consent o f an ins t ruc to r , to con t rac t fo r a g rade in an a rea wh ich the ins t ruc to r i s p ro ­ f i c ien t . The s tudent says tha t , w i th in a genera l fo rmat wh ich i s agreed upon, he w i l l do so much work fo r such a g rade . Dur ing the t ime wh ich i s spec i f ied , the person has regu la r meet ings w i th the ins t ruc to r keep ing h im up- to -da te on the p rogress o f the p ro ­ jec t . A lso , th is p rov ides the ins t ruc to r w i th a be t te r bas is fo r advanc ing the s tudent o r no t . I f the s tudent does no t accompl ish what he se ts ou t to do , then he takes the p ro jec t over . The s tudent must a lso a t tend the lec ­ tu res wh ich the ins t ruc to r g ives to the c lass as a who le to p rov i genera l knowledge in the sub jec t a rea . Because o f th is a t t i tude toward the advancement o f peop le , i t i s ra ther log ica l to have a space wh ich i s as open as the learn ing process . With an open space sys tem the t ime schedu le can be se t up so tha t teachers on ly g i ve lessons fo r one-ha l f day and then a re f ree fo r the res t o f the day . Th is f ree t ime can then be used to have con­ su l ta t i ons w i th s tuden ts , p repare lessons , and fo r f i e ld t r i ps on the schoo l p roper ty o r the su r round ing coun t rys ide . These f i e ld t r i ps w i l l g i ve the s tuden ts the oppor tun i t y t o observe many o f the occur rences tha t a re p resen ted to them i n lessons . They a re a l so sub jec ted to phys ica l ac t i v i t y such as c l imb ing , h i k ing , e tc . under the superv i s ion o f the i ns t ruc to rs wh ich i s bene f i c ia l t o body deve lopment . The t ime schedu le can be se t up to meet the needs o f the i ns t ruc to rs and s tuden ts i n any way . Ano ther too l f o r be t te r use o f the open space sys tem i s the i nco r ­ po ra t ion o f e lec t ron ic a ids . The use o f compute r ass is ted i ns t ruc ­ t i on i s ve ry he lp fu l i n f i nd ing s tuden ts who a re hav ing p rob lems and those wh ich cou ld be mov ing a t a fas te r ra te . Use o f such a l ea rn ing dev ice p rov ides e f f i c iency bene f i c ia l t o the s tuden t and the i ns t ruc to r . The answer i s ab le to be eva lua ted r i gh t o r wrong i ns tan t l y and g i ven to the s tuden t w i th in seconds ra the r than a day o r week l a te r . The i ns t ruc to r i s a l so ab le to observe by way o f a mas te r pane l who i s ge t t i ng the r i gh t answers and who the wrong wh i le the lesson i s be ing ca r r ied ou t i ns tead o f when an ass ignment i s handed i n . Wi th th i s in fo rmat ion he can then ass is t the s tuden ts du r ing the exerc i se . Thus , he m igh t e l im ina te p ro ­ b lems wh ich the s tuden t m igh t have i n h i s independen t course o f s tudy o r an ou ts ide work ass ignmen t . The compu te r i s ve ry he lp fu l i n ob ta in ing resou rce ma te r i a l s f r om a cen t ra l resou rce po in t . Th i s p rov ides access t o many ma te r i a l s wh i ch a sma l l schoo l l i b ra ry wou ld no t no rma l l y keep . The poss i ­ b i l i t y t o se rve more peop le t h rough an ou tpos t compu te r a l l ows the cen t ra l resou rce po in t t o keep a w ide r range o f ma te r i a l . Teach ing a ids a re good i n the respec t o f e l im ina t i ng human e r ro r ; t hey keep a cons tan t i ns t ruc t i on p rocedu re . Thus , t he poss ib i l i t y o f a bad l esson because an i ns t ruc to r i s i n a poo r mood i s cu t down . The a i d can a l so ass i s t an i ns t ruc to r who i s no t as know­ l edgeab le i n a pa r t i cu la r a rea . The l essons f rom a compu te r a re a l so p roo f read and ed i t ed so t he r i gh t mean ing i s g i ven du r i ng a l esson . Th i s way , i f t he re i s a l ack o f unde rs tand ing , i t i s on t he pa r t o f t he s tuden t i n h i s i n te rp re ta t i on o f t he ma te r i a l , , 6 presen ted . The e l ec t ron i c a ids a re ve ry he lp fu l i n s imu la t i ons . S imu la t i ons a re wha t r e l a te the know ledge p resen ted t o a pa r t i cu la r rea l s i t ua t i on . 7 They g i ve an i nd i ca t i on o f how t he ma te r i a l can be used and , f r om these examp les , app l i ca t i ons t o eve ryday and un ique p rob lems a re made . Th i s i s no t t o say t h i s i s t he on l y way , bu t t ha t t h i s way does wo rk . Evo l v i ng I ns t ruc t i on ; Eugene H . Haddan , Eas te rn M ich igan Un i ve rs i t y . 7 I b id . A techn ique in us ing teach ing a ids i s tha t o f de layed ac t ion response. Th is i s a method in which the s tudent i s g iven a quest ion , he answers tha t quest ion and i s g iven the eva luat ion , be i t r igh t or wrong. Then before he i s g iven the next quest ion he i s g iven t ime to absorb what he has jus t exper ienced. I t was found tha t i t gave bet ter re tens ion resu l ts in s tudents who were exposed to such a techn ique.^ E lec t ron ic a ids e l iminate a number o f c i rcumstances which can h inder learn ing. When a s tudent i s eva luated by the computer exerc ise i t is based on the normal ly accepted bas is and i s not eva luated on a curve aga ins t o ther peop le in h is group. The a ids a lso he lp re l ieve the ins t ruc tor o f hav ing to be both the rewarder and the pun isher w i th regard to the ach ievement leve l . Cut l ines become more obv ious to a l l persons concerned. The mach ines can a lso go over and over an exerc ise w i thout tak ing the ins t ruc tor f rom the res t o f the c lass . The ins t ruc tor , however , i s not use less . The idea i s peop le run mach ines, no t mach ines run peop le . Someone must schedu le the lessons and c lasses. There must be someone to answer unant ic i ­ pated quest ions which the computers a re not programmed to hand le . ihe open space schoo l o f fe rs to s tudents the oppor tun i ty to exper ­ ience and contempla te many th ings , any s tudent who does not get Journa l o f Educat iona l Research, Vo l . 65 , No. 7 , March, 1972. - 1 8 - such oppor tun i ty i s a depr ived person. PHYSICAL DEVELOPMENT — The peop le who w i l l enro l l in the schoo l w i l l be a t a s tage in l i fe when the deve lopment o f the body w i l l be progress ing a t a rap id pace. The locat ion o f th is schoo l i s idea l fo r many types o f recreat iona l ac t iv i ty . Those who en joy spor ts and recreat ion w i l l be ab le to par t ic ipa te as much as poss ib le by coming to th is schoo l . The educat iona l requ i rements can be met wh i le en joy ing many wor thwhi le body-deve lop ing ac t iv i t ies . The sur round ing loca l i ty prov ides the recreat ion aspects o f B ig Sky o f Montana which can be u t i l i zed by the schoo l fo r organ ized phys ica l educat ion c lasses and exper iences. Th is complex w i l l a t t rac t adu l ts o f s tudents to the area as we l l . The schoo l , bes ides tak ing advantage o f B ig Sky and the sur round ing area potent ia l , w i l l o f fe r a phys ica l educat ion program which would supp lement these ac t iv i t ies and be benef ic ia l to the deve lopment o f the s tudents ' bod ies . There w i l l be a vars i ty spor ts program as p a r t o f t h e p h y s i c a l d e v e l o p m e n t p r o g r a m . T h e v a r s i t y s p o r t s w i l l inc lude basketba l l , gymnast ics , wrest l ing , sk i ing and tenn is . Th is would prov ide the schoo l w i th a connect ion w i th o ther schoo ls in the Open Space Schools ; AASA Repor t area . Wi th the pub l i c i t y f rom th is and o ther func t ions , the p ro ­ jec t w i l l keep f rom s ink ing in to obscur i t y . Th is wou ld be a g ran ted source o f acknowledgement ra ther than the schoo l so l i c i t ­ ing i t . The phys ica l educa t ion program w i l l be based on what the ins t ruc to r fee ls i s bes t o f course . However , some courses wh ich migh t be o f fe red a re :^ go l f judo fundamenta l courses tenn is vo l leyba l l f i sh ing badmi t ten baske tba l l r i ve r f loa t ing fenc ing danc ing hun t ing sa fe ty camping tumbl ing swimming backpack ing The o f fe r ing o f these courses , o r what the ins t ruc to r fee ls i s bes t , shou ld be benef ic ia l to the func t ions o f the human body . S ince the body i s no t fu l l y deve loped a t the age wh ich the s tudents wou ld be upon en te r ing the schoo l , team spor ts a re bes t o f fe red to f resh­ men and work ing more towards spec ia l i zed and ind iv idua l spor ts be­ ing be t te r . 1 1 Th is sequence o f mov ing f rom team toward ind iv idua l spor t works we l l as a con f idence bu i lder fo r the s tudents . The s i te fo r the schoo l ind ica tes tha t vars i t y foo tba l l , soccer , baseba l l , e tc . a re no t feas ib le . The s i te does no t lend i t se l f to la rge open f ie lds requ i r ing la rge main tenance and care . That i s 0 In te rv iew w i th Dr . George Shroyer , Head o f Phys ica l Educat ion Depar tment , Montana S ta te Un ivers i t y , Bozeman, Montana. not to say that these spor ts would not happen there, but not a t the vars i ty leve l . Along wi th the phys ica l d imensions o f the s i te , the c l imate is uncooperat ive a t t imes to make these fac i l i t ies for the spor ts not wor thwhi le . Dur ing th is t ime at the school , the s tudent w i l l be ab le to become very conf ident in the capabi l i t ies of h imsel f . COMBINING EDUCATION AND SPORT — The development o f the mind and body have been expla ined because o f the i r impor tance in the phi losophy o f the school . The reason th is school is based on such a combinat ion is that the geographica l area prov ides so much oppor tun i ty for both. There is abundant eco­ log ica l processes which can be observed by the s tudents dur ing pack t r ips , horseback excurs ions, f ish ing t r ips and c lass f ie ld t r ips . Whi le get t ing out and exerc is ing the i r bodies the s tudents can learn about many natura l processes and the impact on them that cer ta in in t rus ions can make. The exposure to th is can he lp make the s tudents more aware o f l i fe and themselves. NATIONAL HELENA Buffalo Marysvill? fenhorn Mtn. U * El. 7400 \ .Austin zA Garneill a 4157>-* Helena IE-Helena] £anyon Ferry iWiyin Ferry Dam and Re^Area 15*V d Judith Gap • ^ /Mining Camp V Di nond City NATION .Unionville/H Moni /r/~t "~~rGf3 Checkerboard^«*A ,6 n , White Sulphur * \JJEWIS AND CLARIJ^L D 1 Springs g NATIONAL FOREST \JI54 ^ .Mineral Springs 4* // Martinsdale /-f," ^ ; * castie^^enn®p/iir '"EST /TV Ea'ly Minfc Camp / X n Rimini Harlowtoi sJI. 4245 i^ff! | Canyo erry U Twodot Shawmi / A\Townse!d f \ \ i i 0.3813 [° $\p w A 9 iToston Ringling LEWIS AND CLARK Lorbard GALLATIN Maudlow Melville • NATIONAL Conical Peak 5. x El. 10737 FOREST GALLATIN Missouri Headwaters SB 1 •>tate Monument |*enard A .k /<2, Trident « \ iZirzJM, J frp L°gan f e?^^v^5Marhattan FOREST J293T^ Wilsall ,Pipestoi Lower Res. NATIONAL .lf*^ El. 4072 n ^ABig Timber 7A\V (r^=*=* I 9^~JL ^ Greyclift^C^ \f Forks] iT^fR /Willow $ ff . 20|J f Creek ff «• ^ (adison Buffalo Jump State Mon. Amsterdam Belgrade ?y — 1 0 ^ 1 5 Springdah 'rison a" | El. 4487 Uvingston/ ^<4fioL ° ]L ^•T7*^26^& 3 \ Boreman Pass i^LBf \ El. 5712 */ '5 Anceney ^291 Swingley "-Rrjemar !HO sPrs- McLeod 10> Norris BEAVERHEAD *\Twin Bridges /Gallatin Gateway I AX 'GALLATINA Madison Dam? BEAVERHEAD McAllister Limestone CUSTER n\ FORr- NATIONAL Pilot Peak x a 11708 Abiathar Peak .Earthquake Area V Vis"<* XT" XCerrter X «• Mt. Holmes El. 10300 x 1 Raynolds Pass ' - , El. 6834 . f:l ^075 Yellowstone Sheep [it RocK Newell 'ANISH 1EEK I \!3>) Stotm G^stle, ;kmarvjj VABMj 82451 ^ V-'u j My Brother Lake ;•] Co*bc/er^ Pioneer' Lakes t*\0,Ss rrsS )Diann>nd )rgo Lake tVpptr Path Lrttk I a he PANISH EAK: i North Fork Chilled f Lakebi Mirror^S Lake Ik v-^sGallafi ;^A Pk j ^PANlSkH Jumbo. Spanish PEAKS Beehive » / Aike . . Jumbo Mtr Auv4 *" VABM Co 10416 / J Lillian BM 57! PRIM T0? i Dudley %ake Uidden US, SKY CO: s S^lZ 4 7 f S 8 LOW -V& -r.2 -3t» -13 iz f^ oNTttiy mm T^ MI? m- JAM MOMJH 93 too ff f/ (08 fc2 -23 XJ 12. -tf -3 J£k=T/M/ tOMt sy/j "2fcPt?A7® WOBtt tWb^C- EAC+J / T_S AlV/iy TW9SICAC W_____ .UMym • ZMZ ' — i , - f f ^ l v L^gas *-*• .<* Nfe—,.'S*& MY- *%$ -"SSSIhHBbIj HK398B WS^ l P&PKJNS •9^ .t^..^-^- ^--••fSf;.lJ -%£R_ "^•CfEEE?^ •1 ••• V%FC N RJM BabRNb^ - • ; . > , ' • „ _ I I - _ — - 4 1 - i L iNprfcviy "CCsC*-— •AtWjTOfclOM iHM -l ~t H — &LKDSWIZ SsfbMelDOVl mmmm r Q - i * £ © © ® © © © Z > 0 B O O 2 > 0 Q O > > l r t c s S 3 s : * > $ STRUCTURAL SYSTEM -- Must p rov ide a cons is tency i n the schoo l . Mus t c rea te a charac te r homogen iz ing e lement f o r the schoo l . Mus t be capab le o f sa t i s f y ing those needs wh ich d i f f e ren t f ac i l i t i es requ i re . Mus t be ab le to hand le the in f l uences o f the s i te , i . e . : 1 . we t so f t so i l 2 . ha rd d ry so i l 3 . poss ib i l i t y o f f l ood 4 . w ind 5 . snow load 6 . ea r thquake poss ib i l i t y 7 . t ree w ind fa11 Es the t i c Va lues : t rees - - wood moun ta ins - - rocks o r aggrega te de l ta l i ke so i l - - mor ta r o r adobe Mus t be b roken down to human sca le . Wood and rock o r conc re te do no t come toge the r eas i l y - - need fo r a t rans t ion mate r ia l . Wood pu t d i rec t l y i n conc re te can ro t . Wood pu t d i rec t l y i n the we t so i l can ro t o r de te r io ra te un less t rea ted to the po in t o f no t be ing wood . I f kep t comp le te l y we t o r d ry a t a l l t imes w i l l l as t a l ong t ime . Mon tana has snow i n w in te r , ho t d ry w ind and sun i n summer . Th is i s con t rad ic to ry to e i the r we t o r d ry fo r wood . O &>\ MECHANICAL SYSTEM — Mechan ica l Rooms - - Fresh a i r supp ly - - Serv ice door o r access - - Return a i r — Insu la t ion - - Hot water hea te rs - - F i re p ro tec t ion - Spr ink le r sys tem - - Pumps - S ink we l l s fo r water in bu i ld ing - - Sump pumps fo r sewer May need because o f the so i l cond i t ions . The was te t rea tment p lan t wou ld have to be loca ted a good d is tance away o r c lose to the r i ve r . Bad i n event o f over f low. Must supp ly backwater va lues in event sump backs up . Vent s tacks . Roof d ra ins - - gu t te rs Loca te a pa i r o f bo i le rs in each common a rea to accommodate each sur round ing g roup o f bu i ld ings . P ipe ho t water to bu i ld ings and change to fo rced a i r except fo r hous ing wh ich can s tay ho t us ing f i n tube . Pu lper fo r Cafe te r ia Can be p iped to serv ice po in t . Large s tu f f taken in car ts w i th b ins . SOLUTION -H- ROUGH BTU REQUIREMENTS -- Rule of Thumb: 77 BTU/HR LOSS based on 70 BTU/HR HEAT LOSS + ]0% my safety factor . Academic Bui ld ing: 1,630,860 BTU/HR LOSS L iv ing Spaces: 654,500 BTU/HR LOSS Physical Educat ion Bui ld ing: 2,551,395 BTU/HR LOSS Maintenance: 508,508 BTU/HR LOSS Bookstore: 254,100 BTU/HR LOSS Audi tor ium: 369,600 BTU/HR LOSS Game Area: 924,000 BTU/HR LOSS Recreat ion Room: 207,900 BTU/HR LOSS Cafeter ia: 392,700 BTU/HR LOSS Administ rat ion: 154,006 BTU/HR LOSS Inf i rmary: 84,700 BTU/HR LOSS SEWAGE TREATMENT — The s i te is in a locat ion which the presence of a convent ional d isposal system is undesirable. The s i te i tse l f presents l imi­ tat ions which do not a l low a convent ional system. The system to be used is a sel f conta ined PHYSICAL CHEMICAL TREATMENT SYSTEM. INFIRMARY — S ince the schoo l i s loca ted a t a d is tance f rom an u rban sprawl and the fac i l i t i es wh ich urban ism o f fe rs , there must be some mandatory hea l th fac i l i t i es prov ided a t the s i te . One o f the most impor tan t i s a fac i l i t y wh ich in case o f an emergency cou ld o f fe r med ica l a id . There must be some serv ice wh ich w i l l p rov ide ass is tance in case o f a ma jor acc ident wh ich cou ld p revent dea th . The fac i l i t y i s no t to be a hosp i ta l w i th opera t ing rooms, wards , e tc . ; however , i t shou ld be ab le to hand le an ou tbreak o f co lds and admin is te r the f i r s t s teps in he lp ing a ma jor acc ident v ic t im and to pro long h is l i fe un t i l he i s in a more in tens ive care fac i l i t y . I f there i s a need fo r a person to have superv is ion dur ing recovery then he wou ld go to a fac i l i t y wh ich wou ld p rov ide th is . What th is in f i rmary wou ld p rov ide i s an in i t ia l d iagnos is and a minor t rea t ­ ment fac i l i t y on an ou t -pa t ien t bas is . There wou ld be personne l opera t ing on a sys tem l i ke th is o r under another wh ich the person in con t ro l cons iders the bes t . There wou ld be a fu l l - t ime reg is te red nurse dur ing the day t ime when the schoo l i s in opera t ion . A nurse 's a id who wou ld p re fe rab ly be a member o f one o f the adu l t fami l ies on the schoo l s i te , such as an ins t ruc to r ' s w i fe , e tc . , wou ld p rov ide he lp wh ich migh t be needed a t t imes o f the day a f te r the schoo l -opera t ing hours . One o f the INFIRMARY - - cont inued loca l doctors w i l l make scheduled rounds to the school to handl a i lments above the nurse 's jur isd ic t ion. - 5 1 - .. 1 -INFIRMARY -- 1,031 SQ. FT. AREA GEN. FURN. JQ.FTV/RLIRN. OPEN AREA I mHr.,„Tmr "TOITRRBr -SCU.EL DMS1JU2.._S£U£L. WAIT ING ROOM _ . sea t ing /12 AO low tab les 2^ . mag _ racks. liE ftsTfi coa t c lose t 1 2 —&E.CEPJ | ON f i l e cab type s tand tab le SMALL PHARMACY S DRUG STORAGE .counter T^ECHah LCAI SP-AC S TER |L mac n ines t ies IZATI ON ROOM 6 x 1 2 v pressure cooker s t rq . rack ; wasn racks S car ts 2 s inks m 40- 5 x .10 she lv ing n te r fo r , sc r ip t ion d ispehs ing counter EXAMINATION ROOMS (k ) .10 .x JLQ_ea ed tab l cabinets s inks ^MaiPTap U) x -13 l ^b tab le water 5 x l e a_. to-Llets pumps b lowers :^STOD 5 x 5 s i nk she lv i ng equ ip . s t rg ^ENCY OUTSIDE ENTRANCE 12 x 12 TL ADMINISTRATION — In most systems there is a coordinator who sets up the general program of the way th ings are run. For a coordinator to get th ings set up, he must devote much t ime and a lso have the technical assistance to get th ings done. This usual ly cal ls for an area which can accommodate the procedure taken by the head of the system to produce solut ions into media for the school personnel and outs ide concerns. •M.S.jgAJfrHU •p- ADMINISTRATION -- 1,650 SQ. FT. ML GFN. HIRN. URN, SO OPENAREA MMRRIFW I TOT.AREA SQ, FT. ^3®WSSTER15" OFFTCF 1 rg } , de .sE cha i r IK Assume 1 0 x 1 5 "coucTT book she lves 2 s tu f fed cFrs .18 ^C£PJ[0N AREA desk seat i nq /o co f fee . tb le ^^EIARY 10 x 15 desk cha i r 2 t i l e c a b . t ype s tnd. (s tudent he l BENCE ROOM 20 x 3U 2 sec , tb le •-QHHG: Assume 10 x 16 T#T JL5£- 'STf tRAf tF 11 1e cab banks 1 5 x 2 0 TUtT 2 tab les cha i rs 3E -mach i n m imeo paper s t rg . i ±05- 10 x 1 b ies 1 hat rack" coat nanc 5i7 & q i n 30- 10 x 6 _LD_ ^THfOQ^s -iien SA Lgk ZLUJ 2*T~ TxTT 300 JJilL M n ' s t o i l e t m i r ro r s ink I I to i le t mi r ror 2 k t x t "33" -55- J— I GAME AREA — The schoo l must p rov ide a too l wh ich w i l l lend i tse l f to fu l f i l l ing a need fo r the persons o f th is schoo l to re lax and enter ta in them­ se lves. There i s probab ly no un iversa l too l wh ich w i l l sa t is fy the count ­ less ways in which peop le have thoughts o f le t t ing o f f s team or k i l l ing t ime. There are however some accepted "games" fo r the en joyment o f the peop le in the schoo l wh ich must be prov ided. Th is area i s a lso open to outs ide peop le ; however , there w i l l be a fee f o r t h e s e p e o p l e t o u s e t h e f a c i l i t y . _GAME AREA — 1L000 SQ. FT. AREA GEN. FURN, APPROX./ SQ. FT. /FIIRN OPEN AREA NIMFNSIMS. rOT. AREA SQIFTI.- BOWLING 3 .000 -— _3 lanes — @ 1 ,000 3,000 — —-POQL 180 — k tables O 45 180 —. SHUF.FLEBOARD 1 n i+n shuff1eboarc courts (2) 1 ,oko —- TABLE TENNIS 3 tables 125 — -STORAGE 1 nnn *-—CASH 1 ER 300 --—_____ re.g i r 3^00 S m m 4 machines 3 n 30 * — - ' -—_ -JOTAL OPEN SPACE 5^325 ^ ^—_____ ^ ~___ ^ —_ v ^—— __ sv^ -_ —___ — - _ —- —. v^-- v"- V. • V \ —— V — - _ BOOKSTORE — The locat ion o f the academy i s such that there must be a un i t pro v ided in the to ta l opera t ion which w i l l rep len ish the peop le o f the schoo l w i th c i rcu la t ing commodi t ies . The s tore w i l l be the supp ly house fo r the peop le who l i ve a t the schoo l and who run out o f accepted necess i t ies o f soc ia l acceptance (mouth f reshener deodorant , e tc . ) . A lso , the teach ing mater ia l wh ich the s tudents come in to contac t w i th might requ i re an assor tment o f supp l ies . MMMM&r" ^sj-o e^* —• <^oot^ s poT2_ peopcer ^soppues. soppufits. f=tecJ/H OOJ^ S/E>£~ &£Mooc- ~&er£JU&-&/&ZS. "Vzavuz cz>M OjCT AiAfeg//^ / Qcj- mamy So- f^e-s- Fpou-s topa^ -r- 7^ KA gyrtfgg—/JO klrrr smt, ±£FosJS _ ^ ~£ T° sr^ "fenu^ L£Oei_ Cfk^ l^ Qco/be eceu ^Jmoser BOOKSTORE — 3,234 SQ OT.AREA SQ.FT -2H]TOrcE Assume sTTel ves_ cash reg is to rs -IffiMDTTlTS 40 x 50 H 1 wi de a is les ers she Ives co ld s t rg bu lk s t rg un I oacf i ng cJocR OFFTUI f i fe '^caB HANGOUT - - The school has the poss ib i l i ty o f becoming an is land in the Gal la t in Canyon. To t ry and combat th is happening a fac i l i ty must be prov ided to accommodate persons outs ide the school popu la t ion. A smal l hangout would be an appropr ia te so lu t ion to th is problem, s ince th is area o f the Canyon is being developed main ly for use and enter ta inment by and for o lder people. - 6 k - — Re c r e a t i o n Rd o m — 1 , 2 0 0 s q . f t , . AREA GEN FURN, O P ^ N ^ E A W M F N S T f T N S To t , a r e a S Q i ' T i ^ B A R ; . . 8 0 " " " ' O 5 L O O 1 b \ g f 1 0 8 0 ^ ^ O X ) - D l _ S E R \ / I C E — j — - zjn 1 8 c h a i r s £ —__ t a b l e s @ 2 5 450 ^ 5 b o o t h s 2 4 1 2 0 v — • ^ - S H O K T O R D E R K I T C H E N 2 0 0 g r i l l ^ d e e p f r y e r —-— s t e a m t a b l e --— s a n d w i c h u n i t . ' •— c o u n t e r '— t o a s t e r v „ s i n k ^— B O R A G E 1 2 0 ^ ^ ^ T R A N C E T O „ ~ ~ - c o a t . ~ — € - 3 s h i e r ° ' ^FPN 1 - ... . -- /. S - s i n k t n i 1 e t 4 - 1 0 0 ^ ^ — - ^ " " W b r n e n 1 s s i n k * 4 1 0 0 L U 1 1 C L 5 s^-. V T — - —^ ^T^~—-^— ^— ^— —- - * 1 • • — -- ^ • - ^—- - - V.., _ " - - - - - -• V _ v ^ • — \ V " " " _ - • - - — • - - . _ — FAe/upes-. • 7W£- ^ /ooe_ , '^ T'OM H/^u_ =j ^•Ep»sc — TO-F&xjcd* MOW1W,rf Fox. OoTsnejoor^ >» j0 ^ ,Nfo _- Cou.-pLx.y_ THe „oM£ ^ <$tt/£S 77/f / SC«WS OTyetZ r 7^ -«*•-<- tuT*B*v«r utTrffhr HANteor— _ I Music. — &/=r /i/a/i/sp ^T,^ £ 7&2C.rj&dr K^ Iss'aJxs ***' A/0J-/&3/81ur p> *"$ °X£Z*//' A^MeB&K Move JVZ- S^ oo^ T^ Po^ y\/#**(or#gs ^nosr^ y AJ J — ^ TsmV-££-allvjrpeaer ^ JV ^<5^7^ //U A '^^ r *s* *«« ^ r^ttr y-0 ^f 0^0^ 0^/2^ ^fijo A#r&Z> fa*>_ KfT32> FT2c>iK_ s g III ui wd HI s S 1 @ &• < O . : 'T m ol A VP f\< CAFETERIA - - The a tmosphere o f th i s fac i l i t y w i l l have the mos t e f fec t on the inhab i tan ts o f the schoo l . Th is w i l l be an a rea i n wh ich everybody w i l l ge t toge ther th ree t imes a day . The ca fe te r ia w i l l p rov ide food fo r the s tuden ts th ree t imes a day and w i l l have a p rogram s im i la r to the one used 1 2 by E lg in Academy a t E lg in , I l l i no is . The i ns t ruc to rs w i l l be requ i red to have mea ls w i th the s tuden ts . Fami l i es o f the res iden t i ns t ruc to rs a re inv i ted to have mea ls a t the ca fe te r ia a l so un less a home mea l i s p re fe r red . Each i ns t ruc ­ to r and /o r fami l y w i l l ac t as a head o f the tab le . Non- res iden t i ns t ruc to rs mus t a l so have b reak fas t and noon mea ls w i th the s tuden ts . The even ing mea l i s op t iona l . The fami l i es o f the non- res iden t i ns t ruc to rs a re a l l owed to ea t a t the ca fe te r ia a t even ing mea ls and a t the weekend noon and even ing mea ls . The ca fe te r ia w i l l a l so be a p lace fo r fo rma l a f fa i r s and o ther func ­ t i ons requ i r ing mass ive food se rv i ce . The enc losure o f such a space shou ld be appropr ia te to the occas ion wh ich i t i s hand l ing a t the t ime . Ac t i v i t i es , such as dances and banque ts , a re examp les o f some o f the fo rma l a f fa i r s wh ich m igh t take p lace here . The l oca t ion o f th i s fac i l i t y mus t be conven ien t t o the l i v ing spaces as we l l as to the academic f ac i l i t i es . The a rea mus t a l so be i n a E lg in Academy Ins t ruc to r ' s Handbook . =58"- pos i t ion to acqu i re foods tu f fs eas i l y as we l l as to d ispose o f the waste p roduc ts o f the p repara t ion processes . Th is ca fe te r ia w i l l be to th is schoo l as the k i t chen o r d in ing room tab le i s to the home. The s tudents w i l l a lso a l te rna te in serv ing the tab les as one o f the i r du t ies . The ins t ruc to r sha l l have the op t ion o f the t ime wh ich each d ish i s served. Every s tudent sha l l take h is tu rn in th i s du ty .^ ^ The h i r ing o f personne l to prepare the food w i l l be an employment oppor tun i ty fo r those seek ing employment . The persons cou ld be anyone w ish ing to work there and wou ld be pa id accord ing ly . Thus , there i s a poss ib i l i t y o f a person ou ts ide o f the schoo l coming and go ing f rom the s i te ; there fo re , park ing o r t ranspor ta t ion shou ld be supp l ied . E lg in Academy Ins t ruc to r ' s Handbook . -69- 5X&FETERIA — 5.056 SO. FT. AREA GEN. FURN. APPROX,/ SQ.FTr^UPN- OPEN AREA sa.F?. TimSinNS TOT,AREA SQ.FT. As^ump ^UXCHFNl 22 x 40 880 fuel supph hot & co ld water bake & __ roast oven 15 top cookinc 9 _ rana a —_____ gr i l ls ar idd1es -— t rver / ---—___ rot isser ie barbecue bro i ler _ vegeta b]e f pot-was 11 nq 5 s i nk ret r i gerator 12 ref r iq . st rc room 1 UU •""- dry s t rq. ^ d i shwas ler & 10 *"* dryer waste deposi ts waste d ispos a 1 deep t ryer utensi1 st rc pots/pans st 'Q. —_____ dish st rg. v ----_^_ 1 i npn <; f rn . ^ cabinet 5 counter wor l< v —_____ areas meat .cut t i nc Block '^ISXDING AREA load inq dock Vs^_ larqe coor C^BSING AREA 30 x 10 TOO ——____ counter t rav/utens i1 ^ d i spensers ^ beveraqe d ispenser warmihg p i ts in counter she Ives O* glass racks .^ETs COAT ROOM 110 IS x 20 300 coat hnoks 7^ bonk shelves couches 60 cha i rs cof fee 25 _____ ^abTe s JO O^ISOQMS 95-. . . 10 x 7 ea 1*40 DR——~_ 3 ur inals IT — 2 JLQJ Lets Q S^ - 3 s inks 2 s "^ -- mir rors 0 towe1/hand =^^ = dryers 1 -72- (A® tZ&AAtK&j yo £AJ~ I /'l)AO <**]- fbcrp j-o (/(-jzmsU —T- ^EJ Ft>0£> /^ SOM f T'erdP e^r -tefo ~8e ap/&£. ~P£-a&L£- JAf Ars/Mff ' y"c> -=>€^ Al^ -A"j~S HO-HAHICAC- SVS-J-£TA15 JO OAJ6" AfefA . ,sou.u.cuy Stf^j-eMs SPEj «££.££_ •S.^jsil rrze gscA-psr* nfs_ y-Aer Fe>^ s. Maze A fbel/MQ OF A MfM- wipt/n A FKMHJ/(B. ^tovv DoWt Ma-CC ,-j- ewe&e/j&rj'BDr AM(£crfzie-sUC ^ A pst2£AKx oi^- •S-Jinxrups. fjeW&S. u>,u. 7^ /Scy.fMovr^ aysft 2>r^s/ - He-AB ^ j~c> ~Z>?&p 0,=,= ~PycX &7=> &&,££/ £ i£A-S(7(i-pm^ \ x u i c k u t i L C t f £ E Z > s e 7 > i / / c < £ " Z a * O l A ' £ L y o^^ev^ ujal^Luj^O 1-K£ TjEOpOCf/OAt-*> AJeer&S S/Z>^4^£- fi?oZ5 S7&/=s*s- Q e J f z j - U F F S , T ^ O K L s p r t z A t k e r ~ / ~ 6 % J N t e E^eL>. £><^10 nI BALLROOM - - The school provides funct ions to honor achievements, dances, etc A fac i l i ty should be provided for these events. The bal l room wi l l be a worthwhi le funct ion of the school i f incorporated to another funct ion such as the cafeter ia. UiM- MULT I -75- STfeu /\.w~ jkppfc&Acj'U S FcT£_ t^tooO ^ -VPo4^ r _z^ ^w/- ~^ AiL~ecoM_ -_3^ >oHYuwiT IH CAFe-ye&fl' Fofc_ "?««••«" 7"2? CoMer //V vt/y"^ ^t/A//Z>f -//UfS HAu>£: J-/Mer ^S<&/£r&cH~&S=> ^ tAo M££^D> FO12__. ©u-ps^g- ocp3st;^£- c^Hli€r i* <^!2oo N)ee& frM-G e^-Aicy eso£" M-CT£_£~ "fUjjA s+Ki j-~ J— _, c3Ai£- OAl£ <^ouB^e^p OMf <^ Pe-AJL _ £.yOt ^ crppcfeyoMljO I M.M"C :^ £3=0/14 s,oij- g^i_e~ 0^75. ~gAU_S ^SHaco s ef/ -^~5~ JQ e^A -~^ <^ jue ^ /^ /yz/Kf x z£>M4.pc Fi_oc(^ i.e r/MtsH -,> waw> caucQe-pr- -p&tte -r ^OX^er tcwepc-teu^&v&^o ^<=aMT£o ^ efe-£cn= ^ «5 s^t- •=/A<5e- -^ c3c^ s sz^ x/—+ M&t#c&Zs'x SoUA1p ciaw 72c*- ^E»/H ooj-s/zxr— ve-KO t^o. -- jlfe-A]-1 Ntat closet u rk strg T2 T T in closet TO­ TE TO" •ft washer ~zr rr -3S- 51 TS" JHENSIQE Assume "6~x~T0~ Assume 9 x 7 Assume 10 x 12 assume X_ _Siiape_ Var iahlP Assume 9 x b TOT, m: T2tr M: Tmr --KiiCHEti ^ttfiIERL!LAB£A. ^SjEP" IJED SPACE (INSTRUCTOR) — 680 SQ. FT, (MAXIMUM 4 PERSONS) ML NG AREA faster Bedroom JfTnor Bedroom -JuHGjg; AREA G AREA AREA ^TTNOEEA fiFN. RIRN. xe.fr ig range s i nk counter cupboards tub.& shwr, toilet si nk counter dbl e bed.f, nt stria closet sp cTrsg. tble cfresser she 1 v i nq~ bu p. .or eds closet sm. des1<_ d resser she I v i nq~ tbje & _chjis china clos. sofa & end tap Ies TV or steret 2 easy cTirs. coffee tbTe "sTieTv i ng coat closet 1 inen cTos. bulk strq. FTV/FURN TT T0~ in closet T8" -2Q in closet TO" 30_ "ZD" 31 washer. inq cru clothes bin OPEN AREA sq.FT. j± 2SL "3*" 51 TTT mmm Assume T~xT Assume 7 x 8 iSTfz Assume 9 x 10 •f ape,. arlable "*FT 1 2 0 H£ so- 1M. ^-BED SPACE (INSTRUCTOR) — 967 SQ, FT, (MAXIMUM 6 PERSONS) APPROX,/ SQ.FT. /HIRM OPENAREA ARFA mimirw; STCHDI Assume refr i 10 x 10 range s i nk d i sTiwashe r ^JTCTTNIl AKtA Assume 7 x I I tub £ shower oi ]e counter cabinet -SllPING AREA UMaster Bedroom TO x 12 d b l b e d stnc closet s"p". in c lose 0 Minor Bedroom Assume 1 0 x 1 Do3k~§Bd— closet sp sm. desk i n_ closet Assume 10 x 1 in closet dresser shelv i ng 1NG ARFA FEJ|&LPG(LRO> "china cTos. counter Variable D iv i sion tables , . . . Z~easy cnrs "V/ stereo c.otfe§_tbTf i sheIving G E A R E A 1 0 x 1 1 coat c los. l inen clos. buIk strg. L I TY AREA 5 x io washer dryer, bin ErF: I ron. STUDENTS' L IVING SPACES — I am propos ing l i v ing spaces fo r the s tudents which are based on one person per space or th ree persons per space. Wi th th ree persons in a un i t , I fee l tha t there shou ld be a d iv is ion o f funct ions in the space. Th is i s to say, there shou ld be a s leep ing area, a hyg ien ic area and a genera l purpose area. I want the l i v ing space to be th is and not jus t a space w i th a c loset , a bed and a desk which re f lec ts the so le purpose fo r be ing a t the schoo l . The s ing le occupant space w i l l be less d iv is iona l in d is t inc t ion o f the areas in a th ree-occupant space. The person who i s indepen­ dent enough to be s ingu lar w i l l more than l i ke ly be ab le to cope and conquer th is d i f fe rence. Wi th a sys tem such as th is , I fee l tha t there would be no need fo r a separat ion o f spaces w i th regard to sex. L iv ing in a group in these spaces would be s imi la r to l i v ing in an urban apar tment bu i ld ing where there is no d iscr iminat ion to a next -door ne ighbor w i th regard to sex. Superv is ion o f the s tudents would be accompl ished by d ispers ing the l i v ing spaces o f the res ident ins t ruc tors in to the l i v ing spaces o f the s tudents . SINGLE BED SPACE (STUDENT) — 140 so. FT. AREA llGEN. FURN. ISM^urnI ImffNSIfTNS 11T0"WWH •S^tmKr mm bed —1 "2ir -ESlSTQEBr s i nk ToTfet shower irr •if ~5~ II H H desk.§ cna i r 3T "shelves It easy cTTrTT 11 t ft 11 JL JL II JL L_ -X |T IT TT u L JI 30 3? IT 75. y 1 • TL It n 11 JT >BED SPACE (STUDENT) 399 SQ. FT, DIEMS --SLEEPING A'RFA Variab e 3 beds I? 221 DTvision T closets G^1£N1C_AREA Assume snwr". 7~x~7 s i nks mirror 1inen strg. Variable Division 3 desks & 3 chrs. @15 she!vinq 55 wa I 1 1 enqtfi 3 easy chrs @ 7 1 / 2 Ms G k c e p j — / ( 2 a a s — / j o t e s / A / M M M W A U L V J & f //(J ?c3S^ ^PRl£r- r^ /^ -po ~m <$iV£M Assbm-BL^ A /^AS ^mo/Js -pse. C^MI^ AJ-ZOAJ OF /=£t>&o> tUc- ^A. /=oT2_ st-HOtc^s 3*=- p/s.y-^ BCy'^ D <£. £#•£_ po s^ ioCsTfr cSV> Tt f^A s fd^ VcwipEr AH j{j>£A Fovsp^ v^ -fo C&M.Bya^ epw&e.. *t pfts . ,A1 T~W<£ s:f £>/#*?£ Ttf&Z-' W?'p?Zcy&/Me75_ ^^ ^ /WAi!-C_ dfgoopsz C0Vp£A S/~ F'pPM f^fBhAK- ' 0l ~k£~ //CblOlplM.LI'S.iM. 'SUkLL fW s^-j/r- \^ kc-j <5£od£> ALSO 10/77^ *?£", c^oahz O L^O A^&X>X> U#£I/ —^"p<$-067^ /A( r^p^ jp- 0 w, / l ( ~ ^ /^t/er'pec'PiL.e So/ue /hEH p^ -:s?~J~flc/£^ S/^ rir" '°< ut A~HESA(C /C ^sfyce: NIEG)UU£M_ LWIM& UN I VEIW FOR. EACH &VIER6EMCV Eyi-J DDorrnndk i 313 DDE OQOnD^ wacW I • "/ i-LLH t -Ui lL h r\ / a^PEMir AfcSA ^AC£ NlSEfi.T 1 JCAiD ACADEMIC BUILDING — 18,550 SQ. FT. AREA GEN. FURN. EL1RM OPEN AREA _ SQ. FT. DTMFNSTfTNS DESIGN 4 tab les 2^ cha i rs cab ine ts 5 si nks- 8T 60 37.5 "MI 5 s in k s S she]v inq caB ine ts 37T5 Cjiusic SCIENCE LAB 5 lab tb le j 2T o 1 s 5 s inks shelving 84 35 37-5. ^HOHFTC" Kitchen cah.ine.ts 4 tab les "ZTc f ia k s ink -1 rs s e f r fg . ca ranges, b i ne ts 25 counters SewI no Koom 3 t a b l e s J_sewing mach ines ROOMS (5) 10 cha i rs .5 mus ic_s t r ds.*__l_Q_ CONFERENCE ROOM COUNSELING S TESTING IE .20. COMPUTER AID 2 tab les 16 cha i rs LARGE GROUP INSTRUCTI k tab les 2k cha i rs computer FL i ,?8n JT2gO" TTW T7MFO" TVW w .300. JW }N BUSI NESS ^STUDENT LOCKERS 50 desks J||^hers 15 desks teacher 1 s desk typewr i te rs 150 lockers 200 15 60 15 150 TTU0T3 52D„ ISCL - 88 - ^ACADEMIC BUILDING — CONTINUED AREA GEN. FURN, APPROX,/ .SQJEI2HJBN OPEN AREA DIMENSIONS WW TEACHER PREP. 2 tables 1o chairs -IBRARY -book -shelv-e abTes -1 .020 - HEADMASTER 1S OFFICE sofa/end tb 12LQ_ coffee tab! t4 easy cha,r book she ve -^ EEEETARV^OFF IC E desk" 6 'chr f i le cab. JLyp.e_s.lnd. T5T _LQ_ A2SL ; STUDENT LOUNGE 32 chairs W 6UU~ sofas tables IS: _32_ TEACHER1S LOUNGE sofas easy chrs' coffee tble -k&y CQ ee pot RAGE & MACHINE shelvi nq work table 1 ,600. TT m imeo . TOTAL OPEN SPACE <3oa (^£&, 4^7^/4^ £gfgS/^ 7 CjacmJ* > M/A/tit SP&y^ /c S&Q(//C<£ C/^ /^ dT MINOZl. /Z&SGu%cer A^A /j&£A£C/ / d. O. v AZ2r/^ £"<2/C^ --' S) U>T>gta/ , y~tBA^<£72_ 2><2S ^ / , ^ ^ . ^/<5svC.L)s^ cD /^ --> S r W W / 7tote*W>-^ ^OD*vr yteep#**. T ^ «—0 AkSrf f^*.T r^(r AE <^iOl^j TOO CMtej-ABor. 7o73eM . OP^a/ / //OMET £-^ — 7 ^ fO AU- 72AS& ^aeMC^r Jj^_ A\ /VOl'Se — 'SM.&UU — "SpfcciAU &£{ViPM.EHj~ ~£*>JH Letfupe tflAB. °^J r* F&W AU*~ -gAse 42^5 C- A*PO') £: £ KboA* ' X^O/ S£ - -p££>?^ — WOUXCiMC-i ^F&C/M- 4*s,#(fWAl] 'fempes. ~^£SZ>P/^ £T Mkpr^ JAU <$Of f-o AZ.C ssteer yf^A-=s ^rx>=.iA/£^s> - iSFexyA<- e^ ot-pue*T—fa&v—Lecfvx** /b(ut>(c — /Jo/'se- / // f e e 7^ ^&2Al A ^ Gej-y/tfti JO AN A7ZBA FiZOM ~B*s£rA&&*s Zxxrz A/ey M&M. ^ •^f^o'^.y 'tfViBAkL. Dp ytC&DU&iki Al t\£\. bC- 8/CCOO£p> ~E*>& h££ZJ- AMT> Q ( U & A•r&^2B>M-rrM& j"0 Q&M-J&AKMJ*' ^haT **£ oosy- H£AET£> //e*/W7/ //^/^SPB/Zf^S "BcnOiim^ Linger? •school- FAc.\Lj-f/e-i> Coo^rc VT^IOKV C<5M-e€.yo s^ast. Se72u/ct- j-c AcAbe-Wit SAME Xs Jo j^g- V.iT. TStfr&S. cr £,pr -^yyy "S^-2^5 ( yy- S,AMe SpoT~ ' Mosy a+oser ya %>p?12A&£- =^ ^Tb_ &T v^m rmr^ Y ^^ Haoc_ I Cou>Albert./At<$ 5/^^/- "2^" -^oMtiA/t/Af =^> A~E>JM-iA/i^JZ^TO^- 0J-ku&C>j= FgcM. ^joi>eH.p> ^ ojtJ&Z- /MSjZOCjToJZ-S: Coonsme©^ ^-RM^Lps^^pe- c««K/^ U^e ^ p. i*«ypocy/«5W —r^Tlrpps^ ^ Sp-Bj^s- ^ >*- \a^ -^*2#CS \ "py^>fer(^_ c^sipn^ Ucrt&£> fOJt>% T etfUCt? £E/jD/t( OS£P> &-£. ^Srt&GMAU I C{/{(F&2MS &**#*£ (miN/S)FlK\^^Ape*- fs^is) -Tev^^&hjUGV- :p ' U)f^c_ IM^ Je6&7/srfc_^-jr d>0R&^ //VZ&&&up&U/r°y ALC~ve>B3&u& ^ r ca 1 n \ in 156 jppen area inc luded wi . we i LTL ^ 250 :h spec. machi r ) es 64 furn i shi ngs - -—TRAINING ROOM ?4 x 10 ?4o whi r lpoo l 36 101 —___ 2 tan ina tb es. - 63 cab inets & ^ counters 20 •— t reat i j i mach i ent ^ __ nes 20 76 ea. 2 COACHES OFFICES H e s k s 1 % 10 x 10 e 20D ? •—___ ? r ha i rs - ing & es 5 sh e l v f i l eke Rt 6 • - - - . _ . LOBBY 2 ,100 Var iab le 2,5Ub t i CO t sa 1 ( check :S 36 — concess ion: t rophy cas< 20 - - — __ PHYSICAL EDUCATION BUILDING — CONTINUED AREA GEN, FURN. APPROX,/ SQIFT./FURH OPEN AREA . SQIFT. niMFNSlflNS TOT,AREA SN, FT, ^ ^ IOBBY —- Men1s Toilet. 8 urina1s hO 224 T5 x 20 ^NN — 4 toilets_ 4 sinks Women 1s Toi1et 10 toi lets. 5 Q 222 15 x 20 ^ON 4 sinks to 4 mirrors 1 2 — —IV1 S 1 TOR LOCKER ROOMS Men 1 s 15 x 20 •?nn 4 ,showers To ^ w U —_ 2 urinals — 1 toilet 2 sinks JJ . Dressing 124 • — Women's. 4 showers inn 15 x 2CL 300 —— 3 toilets -—. z sinks 80 • 2 mirrors — -— Dressing 124 -SOACHES £. OEHKIALS DKESo ING KUOM shower U "TO X 10 100— T lockers counter & cabinets 3 20~ -—SWIMMING POOL 8.7^1 ««> 8' peri mete - walk 2.176 -»— f i l.tra ti on system J200 pool 3-^375 —— -^HANDBALL COURTS (2) ?n x 4o i Ann trr JOGG 1 NG TRACK 6' wide **—___ _ *——~ 1 —___ '—- __ ~—. — ^.— ' - — - - - — — • - _ - — - — v - **"—— joia VRi^n INIVSti- i^^vaois lpaxtdt(\*& JiHWovi Avw 3w-L wo afcwwD S.3lXt0lX-=Y ' ^ •3TNAS- Y*=eiW ~«nd TOT3" ^voat~a;3^c)7 ^JObOfJJS PUBLIC— pi T3 ___ Q e j ~ j z > a/<$ — 0~fiLlz:£- ~&X£rAkL £^>£:A *~i>Ofidj- £C>MFJ.I C.J V4ljk4 ~PBOPC^ KAt^UCiKlGf *£elZUtc-£: Ac^Al£eM(C- AS, WtELt A's" P'-sr. tSdf&Olc.G asuALi.^ A/~ /~ y/Mcr <*/= ZzAy T~/J4/S ACyr/fs/y Tti£ \A/HC> KA.UL.L ~B£ US/JU&j J-fJ/S A7ZC?A~ M.O<»jr /ve^^' S4it- ~y~HA J~ /S -&&-X.C/Ctr 7 __ / /A/ AAf ft<£ yo Acjr/(f/^ -/&s'^ => L/A/AC. 7~0 \A/A\CS£r< J^pu^rs ASfi&tr <3/=- OUA^U/Ay L/AI/C fO Au^Ab&VUC. Move ~p&apu; sai &V/L£>JA/<$ *=? Mosj- -p^CPL£ will- S^ATLj- jzj&OM CPMMPAJ n)op£r "F2/M ^ 7>LAf~//£rt/& -&}Z(KiQl 7-0 —/=-/&6r M6£/tet/az4C*=3 ^ECH4A//CAC^ 70 P&&WP£-tle-Ajye-MfAUf/SAf MATZftT ^^///7^)T^a/L ££/ M5cz#+*((C4 c.o Mp-on.~f}&cG: -pzjoc-Tl/fc^ T ==3 P^ALeS S o^s.s >As^ r»"n *)(£)£ "5©JlfilAJlOtl •LOTOSLL FLOOLZS^CA.DSS' ^}AIC£" LjOCK&£- ~2co{HS> £i2Jg A- 172AM^ f^>7~/0/ / ~&eJ'uJ&eN t oM& ACy~/t / /^ /~0 A TMer<~> /^oocp &zr 3z/vt&r TKL-S AT2-QL^>C^ JH£ MO^f F^e<^p£MJ ^ROtCer '£^ >^CI~j^ fL*"* 7^ j-*££-/u pa zt/tsp&lBOp/dAf Po/A/p yager P/c^ cg-a? 72&OAC Mvzp' c/sc/A.<.cy e//4*S4£r COPP//&3 zssr/vfee- ^ M.USJ- ferptAce- /'APfj ^ztcue, SoRQy^^ l^ f^ LOiSEP OF- ppe-& \t)Zczputff M/'Sj fiWZsesr/z> .^/^ r £j~sc/S ^ -p/£A? ^ pw/^ sr^ UStfer/ y /-//JIT- - *r»EC-1 L Folic-* ALSO <&O OE / / TFECTIYDES -—~PVBCJ£.^ S7i7£?£'A/r/ '-$ &Vp£^ Opp£-^ -j-tfAti JH£l=>tgT/C/pAAJS JO J^lOtJJeS, Aosj- ape*l AfZpvCAce- -**~£eMetises oHL-p /STO p^y&eXFS. TZ-f J® SePAM/f ypeA/p^o^ PApf/otp/h/Vp^ ~&-EAcU E-£S A.te A LSUEL. Sep^ SLKJiO ^ F^ SlZJgPezpjO £s £ T'^ fpi/p^ p^ bkes> A I/&QICAX, UU< -m-PUSBTI, u*>*Z- UXJCKZ^ F A^ P EN nsooe- SV£.pAfOS5 WEED MLLfkooub i&ACS A^A*** <*" A ?em7^ ^ A"R# iH^iPe MtiJSF MAV£ VS^ , _ pouj^VL t^l'r w^r &J^T4 " us MAINTENANCE — There must be a prov is ion fo r the main tenance o f a p ro jec t l i ke th is so tha t i t won ' t be necessary to ca l l in someone f rom a near -by town. Wi th a locat ion such as th is , the use o f fu l l - t ime main tenance person(s) i s more e f f i c ien t . The person(s) would make minor repa i rs to bu i ld ings and o ther repa i rs that a jack o f a l l t rades can do. He ( they) w i l l a lso keep the academy veh ic les in runn ing order . MAINTENANCE SHOP — GARAGE - 6,6CW SQ, FT, AREA 3EN. FURN. 8K"I °5MEA niMFN-SIFLNS T§W W O R K I N G A R F A 1 ,200 t o o l s w o r k b e n c n c a b i n e t s w e l d e r P A R T S S T U K A U b 1 , ^ 0 0 s h e 1 v i n q 5 0 0 1 . 0 0 0 P A R K I N G 1 2 0 0 3 \ f e h i c l e s (5 2 0 0 6 0 0 1 0 0 1 s m . b u s S O O B U L K S T O R A G E 2 , 5 0 0 R E S 1 R O O M s i n k k ^2 • 5 x 8 Un t o i l e t 5 P N T R A N f . F 64 c h r s . P 4 0 2U O F F I C E 5? 1 0 0 d e s k 2 * + 2 c h a i r s 1 2 T-I 1 i n a 2 - - 1 — 4 PARKING - - Since there wi l l be people commuting to and f rom the school there is a need for the day-to-day parking of cars. The school a lso holds events that are open to the publ ic and th is wi l l a lso cause a need for parking. The students themselves wi l l not be al lowed to have cars at the school but the instructors who wi l l l ive on-campus wi l l possibly h a v e t h e m . T h e r e w i l l , h o w e v e r , b e a m o t o r p o o l w h i c h w i l l b e provided for the of f -campus funct ions. These autos wi l l be used f o r s m a l l g r o u p a c t i v i t i e s . The parking which wi l l be provided on the s i te wi l l handle the dai ly requirements which the school wi l l have. At^ / •*==*- 1 2 ^ 3 0 1 f a * . 7 7 ^ - - p c o - R ^ r u / o - E i i y u e l e - A M T > t y f & s (£xaLm,AS<4 fy/cr pAf t£-Ais<£TAf At/*/^ r C Sb^ao 7>A^ /A/^ ^ /V£GZ> //£L PA&&/S& 3 & jf CC5/W?s*'e//3£r^ y^yr/A/tf T&z&L* AjO/ugejkL /£ A T^OJ Fc-y&P A/toM&zfc- ~*v^ pZ/t^/U^ \J)^(~raj2'S cot// gesyj&t- Comjo> &£J// a j" A**f/#/# Sfirz-'Sk- s//^ a^ s> &y-±c<^ re£> y0 g£&&£ /"/^ 6c3 (3-a^ <^ yyf/s jn/t/MSFl?- 'S y?/£^&a&&sr& A/M&eg. uSs//^j&a4&*'4&k/yjter <$£A/££AL. 77^sr ^ T#£ A^S J7 A/07" sJ0Sy?Anr£? C>/^ 7V*77#£ /?4££/A/^ ^ /^ AZ&/Af<£ u/tfte// s£ /t/y /T^ 'ft# <0 /V" A^iA/A/ A^/<£> lnlOL>a> X^^ AiL.'J £V\]^./M^ /& AHC ISL 7^Al^£^p>fc LAUNDRY — The mat ter o f ind iv idua l c lo thes wash ing w i l l be hand led by the s tudents themselves in a fac i l i t y which i s ad jacent to the l i v ing spaces. These w i l l be cons idered under th is head ing. There i s a mat ter o f tak ing care o f the laundry o f the schoo l as a whole . The in f i rmary requ i res c lean l iness o f the mater ia ls which they use more than once. A lso the bedd ing o f the l i v ing spaces cou ld be eas ier taken care o f on a bu lk process ra ther than each s tudent hand l ing the i r own. Another cons idera t ion would be to have a cent ra l laundry to hand le anyth ing which might a r ise ra ther than hav ing a separate laundry fo r the towels in phys ica l educat ion c lasses and a th le t ic un i forms. BIBLIOGRAPHY Advanced Waste Treatment Systems. AWT Systems, Inc . , Wi lmington, Delawa re . Atk in , Wi l l iam Wi lson and Joan Adler . In ter iors of Restaurants , Barnes Pr in t ing Company. B ige low, George S. and Rober t L . Egber t . "Personal i ty Factors and Independent Study," Journal o f Educat ional Research, Vol . 62, No. 1 , Sept . 1 Bushnel l , David. An Educat ional System for the '70 's . Phi Del ta Kappan, Dec. 1969. Coulson, John E. Automat ion, E lect ron ic Computer and Educat ion, Phi Del ta Kappan, Feb. 1966. Haddan, Eugene H. Evo lv ing Ins t ruc t ion , Eas tern Mich igan Un ivers i ty . Hami l ton, Andrew. "Tomorrow's Schools are Here Today," Educat ion Digest , December, 1966. Lesson, Bruce F. "Gal la t in Canyon Soi l In terpretat ions." Excerpt f rom thes is pro ject . Newton, John M. and B i l l F. Van Dyke. "Computer-Ass is ted Inst ruc­ t ion: Per formance and At t i tudes," Journal o f Educat ional Research, Vol . 65, No. 7 , March, 1972. Nimnicht , Glen P. Windows and School Design, Phi Del ta Kappan, Feb. 1966. Open Space Schools . AASN Publ icat ion, Washington, D.C. Rhodes, Lewis . L inkage St rateg ies for Change: Process May Be the Product , Phi Del ta Kappan, Dec. 1969. Rosenf ie ld , Isadore. Hospi ta1s--1ntegrated Design, Progress ive Arch i tecture L ibrary . Schools - Real - Prov id ing Background In format ion: Augustana Academy: Canton, South Dakota Colorado Spr ings School : Colorado Spr ings, Colorado Elg in Academy: E lg in , I l l ino is Nat ional Music Camp and In terLochen Ar ts Academy: In terLochen, Mich igan Schools - Real - Prov id ing Background In format ion: Wasatch Academy: Mount P leasant , Utah Wayland Academy: Beaver Dam, Wiscons in Woodstock Count ry Schoo l : South Woodstock, Vermont Standards fo r Accred i ta t ion Secondary Schoo ls , Nor thwest Assoc ia­ t ion o f Secondary and H igher Schoo ls . Issued by Nor thwest Assoc ia t ion o f Secondary and H igher Schoo ls . Student Hous ing. Educat iona l Fac i l i t ies Laboratory Pub l ica t ion . Trump, J . L loyd. "Schoo l Bu i ld ings fo r Modern Programs," Educat ion D igest , February , 1967. Whi tmi re , Janet . Independent Study Program a t Melbourne H igh, Ph i De l ta Kappan, Sept . 19&5• I n terv iews: Ron Aashe im, Graduate Student , M.S.U. Chuck Karnop, Head A th le t ic Tra iner , M.S.U. Gordon Ke l ly , Phys ica l P lant , M.S.U. Dr . John Koh l , Educat ion Dept . , M.S.U. Dr . Jer ry Ne i lson, P lant S So i ls Dept . , M.S.U. Dr . Rober t Sanks, C iv i l Eng ineer ing Dept . , M.S.U. Dr . George Shroyer , Phys ica l Educat ion Dept . , M.S.U. Dr . Rober t Van Woer t , Teach ing Cer t i f i ca t ion , M.S.U. Note : In format ion ga ined was g iven based on the data which I prov ided fo r these peop le . College Place Bindery College Place, Wa. M =?5-q O ~/X!o, & £>32, c