innerâlondon schools 1918â44 a thematic study - English Heritage

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in wings or detached blocks, which could be built in a lighter construction if required.Public secondary schools had had separate science blocks since the 19 th century, and thepractice continued at Clifton College, Bristol (science buildings of 1927), Bedford School,Bedfordshire (1933) and Marlborough College, Wiltshire (1933).What we now recognise as the typical school gymnasium, with wallbars, window ladders,vaulting horses and benches was established during this period. 21 At Cooper’s Lane,L B Lewisham (planned 1934, opened 1936), a detached gymnasia was provided for thefirst time in an LCC elementary school; prior to this the hall doubled as a gymnasium. 22A detached gymnasium was provided at Battersea Grammar School, L B Lambeth(J.E.K. Harrison, 1936), disrupting the rigid symmetry of the teaching block. Greateremphasis was also placed upon school libraries after the 1928 Hadow report Books inPublic Elementary Schools, and the 1936 report of the Carnegie United Kingdom Trusthighlighted the inadequate provision of libraries in secondary schools. The reportsadvocated at least one library per school, with adequate accommodation, greaterexpenditure on books and training in librarianship.The need to respond to pedagogical reform, coupled with a reaction against theperceived inflexibility of the board school model, caused architects to consider howtheir designs could withstand change. The technological solution was the adoption oflight construction (see page 31). The Board of Education advocated that the client orcommissioning body adopt the longer-term view that future additions should form partof the original scheme. 23 In other cases, flexibility was designed into buildings to allowfuture conversion or changes in school numbers. 24 Building schools department-bydepartmentto a pre-conceived plan was one way of prioritising the urgent local demandfor school places. Around a dozen LCC schools were built in this way, mostly in the 1920s,such as Rangefield School, L B Lewisham, where the infants’ department was openedin April 1925, with the junior boys’ and girls’ following in November 1925 and March1926 respectively. The phased approach, first employed by the SBL, also had a financialadvantages, as capital expenditure could be spread across several annual budgets. Theneed to minimise disruption to the teaching arrangements during rebuilding itself wasFig. 19: This early view of Orchard School, L BHackney (LCC AD; 1926) demonstrates the principleof phased expansion (L M A:SC/PHL/02/0242-27; Cityof London, London Metropolitan Archives).Fig. 20: The L plan of Jessop Road, L B Lambeth(LCC AD, 1937) allowed the retention of the SBL school itreplaced during construction. LCC contract drawing heldby school (DP070358).© ENGLISH H ER I TAG E 43 - 20 0929
considered no less important. London Fields, L B Hackney (LCC AD, 1921-23), and CredonRoad, L B Southwark (LCC AD, 1936) were planned for erection in sections for thesereasons, whilst the L-plan of the Jessop Road school, L B Lambeth (LCC AD, 1937) waschosen partly to allow the retention of the old school during construction. 25Standardisation and specialisationAn understanding of the organisation of large architectural practices during this periodgives useful insights into the design of state schools. Many large offices during thisperiod, including those of local educational authorities such as the LCC, were hierarchicalbureaucracies divided into divisions for schools, housing, special projects, and so on.The task of completing large, highly-regulated building programmes within tight budgetand time constraints gave rise to two related efficiencies in design, specialisation andstandardisation.Specialisation in this context might mean anything from the adoption of collaborativeworking methods to a Fordist model. The production-line approach had one individualdesigning elevations to a school whose plans may have been designed by his colleague oranother department. Percy Johnson–Marshall dubbed the Middlesex County CouncilArchitect’s Department, at which he briefly worked, the ‘plan factory’:Fig. 21: Lady Bankes School, Dawlish Drive, Ruislip, Middlesex (W.T. Curtis & H.W. Burchett, 1936).(© Steve Cadman).© ENGLISH H ER I TAG E 43 - 20 0930
Page 2 and 3: Research Department Report Series 4
Page 11 and 12: The final part of the report proper
Page 13 and 14: would best be considered within the
Page 15 and 16: © ENGLISH H ER I TAG E 43 - 20 09
Page 17 and 18: IntroductionThe provision of school
Page 19 and 20: The augmentation of state nursery p
Page 21 and 22: central schools, either newly built
Page 23 and 24: Fig 8: Model of Impington, possibly
Page 25 and 26: single-storey brick buildings, redu
Page 27 and 28: 33 Board of Education 1931a, 58.34
Page 29 and 30: IntroductionFrom 1870 until 1990, t
Page 31 and 32: Fig. 12: SBL datestone from the Wes
Page 33 and 34: Fig. 14: The classroom pavilions at
Page 35: Fig. 18: Granton Road School, L B L
Page 39 and 40: Fig. 22: Infants' Department of Ath
Page 41 and 42: module. 41 Stillman’s schools wer
Page 43 and 44: a spacious playground with retained
Page 45 and 46: collegiate air of a preparatory sch
Page 47 and 48: Fig 32: Junior school classrooms at
Page 49 and 50: emain a “book-learnt” conceptio
Page 51 and 52: Fig 36: Herbert Francis Thomas Coop
Page 53 and 54: contemporaries, with their widely s
Page 55 and 56: Endnotes1 On the abolition of the L
Page 57 and 58: 60 Board of Education 1938.61 Saler
Page 59 and 60: The nursery schoolCase studies:•
Page 61 and 62: designs, the second of 1937 with Ma
Page 63 and 64: Fig. 52: Webb Street School elevati
Page 65 and 66: Fig. 55: North Hammersmith Central
Page 67 and 68: The secondary schoolCase studies:
Page 69 and 70: Fig 59: Maze Hill elevation to the
Page 71 and 72: admired ‘more than any other arch
Page 73 and 74: grants in the form of building subs
Page 75 and 76: accommodated 440 junior children in
Page 77 and 78: The open-air schoolCase studies:•
Page 79 and 80: three open-air schools opened by th
Page 81 and 82: Fig 71: The buildings of the Geere
Page 83 and 84: As Frederick Rose predicted in 1908
Page 85 and 86: L B Wandsworth, by providing ‘roo
Page 87 and 88:
LAN ANCE SURVEY PLANwithout mainten
Page 89 and 90:
Endnotes1 LCC minutes 17.7.1928, p.
Page 91 and 92:
44 Catholic Hall, Appleton Road, El
Page 93 and 94:
© ENGLISH H ER I TAG E 43 - 20 098
Page 95 and 96:
Board of Education 1923 The differe
Page 97 and 98:
English Heritage 1993 General princ
Page 99 and 100:
Morrison, K. 1999 The workhouse: a
Page 101 and 102:
Whitbread N. 1972 The evolution of
Page 103 and 104:
Appendix 1: Gazetteer of extant pur
Page 105 and 106:
Original name Present Name & Addres
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
The S towag e pl anPeckham Park, 18
Page 113 and 114:
The en d hall pl anUpper North Stre
Page 115 and 116:
The b u t ter fly pl anAthelney Str
Page 117 and 118:
• Separate-block planning refers
Page 119 and 120:
Appendix 5: Glossary of school type
Page 121 and 122:
increasing popular after the 1926 a
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innerâlondon schools 1918â44 a thematic study - English Heritage