Building care, a manual for custodial and maintenance personnel, 1961

BUILDING CARE
A Manual for Custodial & Maintenance Personnel
1961
STATE DEPARTMENT OF EDUCATION DIVISION OF ADMINISTRATION AND FINANCE
DR. CLAUDE PURCELL
STATE SUPERINTENDENT OF SCHOOLS STATE OFFICE BUILDING ATLANTA 3, GEORGIA
o Hie e 0 f Sc h 0 0 I PI C1 Ii t Se I" v Ice s

FOREWORD
School plant maintenan"ce and custodial services are the prime responsibility of the local s"lstem Superintendent and his board of education. It's so important that they should consider it a co-operative enterprise and make use of such consultative services as are available from the State Department of Education, the State Department of Public Health, local agencies, and other groups which may be of assistance.
Adequate school plant maintenance and custodial services are important factors in pupil protection, educational progress, property preservation, and in pupil and community pride in the schools. Each school administrator or school employee responsible for the care and use of schoel plants should have some knowledge of the basic procedures involved in school plant care.
The funds expended for adequate school plant care can be the most economical expendirures that a school system makes. The care of school plants can best be provided by competent, well-trained custodial and maintenance staffs. The State Board, through the State Department of Education, has for many years recognized these truths and has advised and worked with local systems in making surveys of building needs, conducting custodial clinics, and assisting with the solution of mechanical and building problems.
It is important that superintendents, local boards of education, principals, and others responsible for the care and maintenance of school bui Idings know the areas of their responsibilities and have a working knowledge of how to cope with the problems involved. It is for this purpose that the State Department of Education has prepared this manual on maintenance and custodial care of buildings. This manual will serve its purpose only to the extent that it is used by those responsible for the custodial and maintenance programs. Copies of this manual may be secured from the Office of School Plant Services of the State Department of Education.
The State Department of Education personnel will continue to render assistance to local school boards and superintendents in the maintenance and custodial care of school buildings. Custodial clinics, and inspection of buildings can be arranged upon request by the local system superintendent. Work shops for custodial employees to help train them in the performance of their duries can also be scheduled. Advice and recommendations on repair, replacement and modernization of mechanical equipment are also available upon request.
Claude Purcell State Superintendent of School s

PURPOSE
The purpose of this publication is to outline and discuss maintenance and custodial procedures as recommended by the Office of School Plant Services of the Georgia Department of Education. It is a revision of a previous publication "Some Aspeds of Custodial Services for Georgia Schools" 1959.
Prepared for the State Department of Education by: George Glenn Bailey, Mechanical Engineer, School Buildings. T. C. Chambers, Building Maintenance Consultant. Alfred L Davis, Chief, School Plant Services.
November, 1961
::

TABLE OF CONTENTS

Forward Purpose Outline of Contents Organization Chart of Georgia Department of Education

Page
ii 1-6
7

I. Office of School Plant Service

8

A. Aims.

8

B. Procedure.

8

1. Inspection of building.

8

2. Help the Superintendent plan and organize his central maintenance department.

8

3. Assist Principals in organizing, planning, and scheduling the custodial program

in the respective schools.

8

4. Conduct clinics in training custodians, janitors, and maids.

8

s. Assist Superintendents in the plan~ing for the purchasing, storing, delivering,
and conservation of supplies.

6. Forms used in the evaluation of the custodial and maintenance program.

8-12

C. Custodial and Maintenance Organization. II. Maintenance Program.
A. Maintenance Aims. 1. Health and safety.
2. Economy of operation. 3. Prevent plant shutdown. 4. Preservation of property values. S. Correcting obsolescence. 6. Promote community pride.
B. Developing a Maintenance Organization. 1. Hiring of adequate maintenance personnel.

13-16
17 17 17 17 17 17
18 18 18 18

1

C. Developing a Maintenance Program. 1. Recurring maintenance. 2. Periodic maintenance.
D. Equipment and Supplies.
1. Selecting equipment. 2. Testing materials. 3. Planning monthly purchases.
4. Taking advantage of discounts. 5. Purchase by specification and comp.tent bids. 6. Mixing own materials. 7. Efficient storage and distribution of supplies.
E. Grounds. III. Custodial Program.
A. Responsibility.
1. Superintendent. 2. The school Principal. 3. The school custodian.
B. The Custodial Staff.
1. The size.
2. Qualification and selection of custodial employees.
{a} Previous experience. {b} Health. {c} Variety of abilities. {d} Marital status. {e} Character and habits. {f} Education. (g) Age.
2

Pagjt - 18:
19 19 19 19
20 20
20 20 20 20 21 21 21 21 22
22 22 22 22 22
22 23 23 23

(h) Pride. 0) Appearance. (j) Dependability. 3. Salaries of custodial employees. 4. Tenure in custodial employees. 5. Organization of the custodial staff. 6. Working conditions and schedule for the custodian. 7. Self evaluation. C. Performance of Selected Custodial Duties. 1. Floor care. (a) Sweeping and mopping.
(1) Cost of floor cleaning as compared with other items in the sanitation program.
(2) Time studies.
(3) Types of desks. a. Sweeping rooms with fixed desks. b. Sweeping rooms with movable desks. c. Sweeping unobstructed areas. d. Sweeping stairs.
. (4) Sweeping mops
(5) An ounce of prevention is worth a pound of cure. (6) Mopping and scrubbing.
a. Preparing the cleaning solution. b. Use the right amount of soap. c. Use rhythmic strokes. d. Do not splash the walls. (7) Rinsing. a. Clean tools.

Page
23 23 23 23 23 24 24 26 28 28 28
28 28 29 29 29
29
29 30 31 31 31 31 31 32 32 32

3

b. Mop wringers.
(8) Scrubber and polishing machine. (9) Storage and care of equipment.
(b) Stripping and waxing of floors. (1) How to remove wax from floors.
(2) How to wax a floor.
(3) Daily maintenance of waxed floors. .
(4) Dont's in waxing floors.
(c) Maintaining wood f1oors. (1) Sanding old warped, cupped wood floors.
(2) Sanding old varnished floors. (3) Sealing wood floors (4) How sealing protects a floor. (5) How an untreated floor is damaged. (6) Oil stained floors. (7) What caused this floor condition? (8) When varnish peels.
(d) How asphalt tile is damaged. (1) Why did the tile become rough and pitted?
(2) Why did the tile curl?
(e) Care of rubber tile floors. (1) Cleaning rubber tile floors.
(2) Waxing.
(f) Care of linoleum and cork floors. (1) Cleaning.
(2) Waxing.
(g) Cleaning and caring for concrete floors.

Page
32 32 32 33 33 33 33
34
34
34
35 36 36 37 37 38 38 39 39 39 40 40 40 40 41 41 41

(h) Cleaning and caring for marble floors. (i) Cleaning and caring for terrazzo floors. (j) Cleaning and caring for ceramic or glazed tile floors.
2. Cleaning and maintenance of chalkboards.
(a) Breaking in the new chalkboard. (b) Does your chalkboard shine and glare? (c) Oil is death to a chal~board. (d) Is your chalkboard dusty? (e) Use of colored chalk. (f) For best results dry clean chalkboards.
3. Cleaning and care of toilet facilities.
(a) Cleaning of toilet rooms. (b) Toi let sources of bad odors. (c) Cleaning of toilet room fixtures.
(1) Cleaning the toilet bowl.
(2) Floor area around toilet. (3) Cleaning washbowls. (4) Care of soap dispensers. (5) Paper towels. 4. Dusting. 5. Cleaning windows and other glass in the school plant.
(a) Tools needed for cleaning glass. (b) Cleaning agents for use on glass. (c) Safety measures in cleaning windows. (d) Cleaning glass block. (e) Picture frame glass. (f) Light fixtures.
5

Page
42 42 43
44 44 44 44
45 45 45
46
46 46
46
47 50 51 51 51 51 52 52 53 53 53 53 53

D. Fire Prevention and Control.

Page 53

1. Fire pr~wention suggestions.

54

2. Cause of school fires.

55

3. School building hot spots. Percentage of 613 fires having their origin in this area. 55

4. Classes of fires.

55

5. Types of fire extinguishers to use on each class of fire.

55

6. Soda acid extinguishers.

56

7. Carbon dioxide extinguishers.

56

8. Dry chemical extinguishers.

56

IV. Heating Equipment.

57

A. Types of Heating Systems.

57

1. Direct radiation.

57

2. Electric heating.

57

3. Panel heating.

57

4. Central indirect air systems.

58

S. Split systems.

58

6. Central direct fired systems.

58

7. Unit venti lation.

58

8. Unit conditioner.

59

B. Automatic Control.

59

C. Operation.

59

D. Maintenance.

60

V. Grounds.

-60

A. Areas.

61

B. Responsibility.

61

C. Procedure.

61

6

ORGANIZATIONAL CHART Georgia State Department of Education
STATE BOARD OF EDUCATION Chairman James S. Peters, Manches~er
STATE SUPERINTENDENT OF SCHOOLS Dr. Claude Purcell
STATE SUPERINTENDENT OF SCHOOLS EMERITUS Dr. M. D. Collins

ASSISTANT SUPERINTENDENT
INTERNAL OPERATIONS Dr. C. S. Hubbard

ASSISTANT SUPERINTENDENT in charge of
FISCAL AFFAIRS
Dr. Allen C. Smith

Personnel: Miss Mary Richardson Public Information: Mrs. Bernice McCullar Printing: W. B. Dyer
Office Services

Central Accounting: Mrs. Lucile Conoly

I COORDINATING COMMITTEE
State School Superintendent State School Superintendent Emeritus Assistant State School Superintendents Division Directors

ADMINISTRATION AND FINANCE

INSTRUCTION

INSTRUCTIONAL VOCATIONAL VOCATIONAL MATERIALS EDUCATION REHABILITATION

Oscar Joiner Director

H. S. Shearouse Director

Hal Clements Director

Jack Nix

A. P. Jarrell

Director

Director

Minimum Foundation Program of Education

. Curriculum: Miss Ira Jarrell

Audio-Visual Aids: Garland C. Bagley

Allotments & Payments: Educational TV: Miss Martha Nell Allman E; A. Crudup

Llbrory for the Blind:

Federal Relations: Jim Owen
IBM: N. D. Mallary, Jr.
School Plant: Alfred Davis
Statistical Service: Paul Wills
Transportation: Joe T. DeFoor

Exceptional Children: Dr. Mamie Jo Jones
Guidance & Testing: Hugh Moss, Acting Chief
Teacher Certification: Ted Owens
Teacher Education: Miss Mary Ellen Perkins

Puflllc Libraries: Miss Lucile Nix
School libraries: Miss Sarah Jones
Surplus Properties: Lewis Tabor
Textbooks: V. C. Leathers

Visiting Teacher Service: Miss Florrie Stili

Agricu Iture: J. G. Bryant
Business Ed.:
Distributive Education: Miss Mildred
Jackson
Homemaking: Miss Inez
Wallace
Trades & Industrial Ed.: W. M. Hicks

Asst. Director John S. Prickett, Jr.
Georgia Academy For the Blind: F. G. Nelms,
Superintendent, Macon
Georgia School For The Deaf: . Fred Sparks, Jr.,
Superintendent, Cave Spring
Ser. Disability Determination Unit:
(0. A. S.I.) J. L. Hlse

FIELD SERVICES
W. E. Pafford, Director
School Lunch: Miss Josephine Martin Commodities: H. D. Hatchett

NEGRO EDUCATION
T. A. Carmichael Director

(FIELD SERVICES AND NEGRO EDUCATION WORK WITH ALL 0IVISIONS) 7

I. Office of School Plant SeNlce
A. Aims. To promote. the best possible program of housekeeping, maintenance, landscaping, and safety in order to give the children of thi'S state on adequate educational program and facilities of which the school patrons can be proud.
B. Procedure. In order to have a good custodial and maintenance program, the Superintendent, Principals, and ieachers have to be interested in and have pride in the accomplishment of the above aim. Assuming that this is a true statement, this department will attempt to promote the program thrr;!ugh the Superintendents and Principals. 1. Inspection and rating of buildings. On request by the Superintendent of a school, the eng!neer and the building maintenance consultant will visit the schools of the system, inspect and rate each school using the check list which has been developed by the State Department of Education. After the inspection, the consultants, Superintendent, and Principals will discuss the deficiencies found and determine the responsibility, cause, and remedy. All schools which achieve a rating of 70% or more will be considered to be superior and will receive a certificate of Merit from the State Superintendent of Schools for a job well done. By this method, a school that is doing a good job will be recognized, and those that are doing a poor job will be encouraged to do better. The purpose of this program is not one to criticize but to point out deficiencies and attempt to find a workable solution. 2. Help the Superintendent plan and organize his central maintenance program. When any system has as many as five or more schools, a full time system-wide maintenance department is recommended. 3. Assist Principalsdn organizing, planning, and. scheduling the custodial program in the respective schools. 4. Conduct clinics in training custodians, janitors, and maids including: (a) Demons~tion of cleaning techniques. (b) Lectures on .c1eanliness stressing "What clean is. If (c) Discussing the deficiencies in each of the schools and suggesting solutions. (d) Showing motion pictures and slides developed over the state illustrating typical situations. (e) Coordinating and using the help of other agencies such as the Fire Marshal's Office, State Health Department, and local organizations. (f) Promoting efficiency and pride of accomplishment in the custodial and maintenance personnel. S. Assist Superintendents in the planning for the purchasing, storing, delivering, and conservation of supplies. This is carried out by conferences with the individual system Superintendent and by providing him with appropriate suggestions, standards, descriptions of acceptable suppl ies and materials. 6. Forms used in the evaluation of the custodial and maintenance programs. (a) Check list used for rating the custodial and maintenance program of a school plant. Sample follows. (b) Certificate of Merit. Sample follows.
8

5P16 NAME OF SCHOOL

DATE

_

CHECK LIST FOR RATING OF A CU5TODIALPROGRAM

A. The Janitor

COLUMN 1 4 Point Superior

COLUMN 2 2 Point

o COLUMN 3 Point

COLUMN 4 3 Point

Average Does Not Apply Inferior

1. Dress 2. Attitude 3. Capability
B. Grounds
1. Condition of the lawn 2. Condition of the shrubbery 3. Condition of the walks 4. Cleanliness of grounds 5. .Drainage 6. Condition of fences 7. Playground equipment
C. Outside of Building
1. Gravel stop 2. Outside trim 3. Gutter & down spout 4. Outside paint 5. Roof

xxxxxxxxx XXXXXXXXX XXXXXXXXX XXXXXXXXX
-
XXXXXXXXX XXXXXXXXX xxxxxxxxx XXXXXXXXX

D. Corridors

XXXXXXXXX XXXXXXXXX XXXXXXXXX XXXXXXXXX

1. Condition of the floors

2. Condition of the wall s

3. Condition of the sky lights

4. Cleanliness of transoms 5. Condition of drinking fountains ,

6. Condition of panic hardware

7. Condition of door closers

8. Condition of outside doors

E. Administrative Unit
1. Condition of the floors 2. Condition of the walls 3. Condition of the furniture

XXXXXXXXX XXXXXXXXX XXXXXXXXX XXXXXXXXX
.

9

F. Cafeteria and Kitchen

COLUMN 1 4 Point Superior

o COLUMN 2 COLUMN 3 COLUMN ..

2 Point

Point

3 Point

Average Does Not Apply Inferior

1. Condition of the floors 2. Cond ition of the wa II s 3. Condition of the furniture 4. Condition of the equipment 5. Condition of the screens
and doors 6. Condition of the grease trap

G. Classrooms

xxxxxxxxx XXXXXXXXX XXXXXXXXX XXXXXXXXX

1. Condition of the floors 2. Condition of the walls 3. Glazing of the windows 4. Cleanliness 5. Cleanliness of light fixtures 6. Cleanlinessofblinds or shades

7. lise of lights R. Regulation of heat 9. Condition of chalkboards 10. Condition of erasers 11. Condition of furniture 12. Condition of convectors
or radiators 13. Condition of other types of heat 14. Condition of inside doors

15. Condition of teacher's cabinets

16. Condition of shelving

H. Car. of Supplies and Equipment 1. Condition of storage room 2. Condition of mop sink 3. Condition of tools 4. Care of supplies

XXXXXXXXX XXXXXXXXX XXXXXXXXX XXXXXXXXX

I. Toilet Rooms

XXXXXXXXX XXXXXXXXX XXXXXXXXX XXXXXXXXX

1. Condition of floors

2. Condition of walls 3. Condition of stalls 4. Condition of windows 5. Condition of lighting

6. Proper amount of supplies 7. Condition of fixtures

10

J. Heating Plant

COLUMN 1 4 point Superior

COLUMN 2
2 Point Average

COLUMN 3
oPoint
Does Not Apply

COLUMN 4
3 Point Inferior

1. Cleanliness of Boiler Rooms

2. Condition of grates and care of ashes

3. Condition of pumps

4. Condition of the boi ler

K. Safety

xxxxxxxxx XXXXXXXXX XXXXXXXXX xxxxxxxxx

1. Fire extinguishers

2. Exits open for egress

3. Corridor (obstruction)

4. Exit lights

5. Fire hazards, such as waste paper boxes, etc.

6. Condition of panic bar

7. Fire alarm system

8. Fire escapes

L. Gymnasium 1. Condition of floor 2. Lighting 3. Seating 4. Dressing rooms 5. Toilet facilities

XXXXXXXXX XXXXXXXXX XXXXXXXXX XXXXXXXXX

M. General

XXXXXXXXX XXXXXXXXX XXXXXXXXX XXXXXXXXX

1. ,General appearance of building

2. Condition of flag

3. Care of machinery

EFFICIENCY RATING IN PERCENTAGE percentage _ Total of scores divided by possible score.

Multiply total in column 1 x 4 Multiply total in column 2 x 2
ADD Multiply total in column 4 x 3
SUBTRACT

Total Number Items Checked
Add total of columns 1,2, and 4 possible score 4 x total number items checked in columns 1, 3, & 4 - - Total score

11

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:r-

. ~. ~

~. ,'~

.~

~

C. Custodial and Maintenance Organization. Itis important that school authorities be aware of the necessity of a good custodial and maintenance department within the 'school system. Money is allotted for the purpose of the proper care and maintenance of the school buildings now in existence. When these monies are wisely spent for the purpose for which they ,were intendeod, it results in a well kept, clean, and sanitary building. School buildings are provided for the purpose of housing a program of instruction and learning. This program can be accomplished better in ~ well Iighted, clean, and healthful atmo sphere.
The Superintendent has the responsibility of providing the leadership in the establishment and operation of the custodial and maintenance program of his school system. He will expect his school principals to administer the custodial programs in their own school plants. The Principals,'therefore, are responsible for the custodial care and maintenance of their buildings. They do this by frequent inspections and the prompt reporting to the Superintendent of all evidences of structural weakness, such as settling, cracks in walls and floors, leaks, abnorman noise in mechanical,equipment, minor electrical trouble or failure, and other evidence of impending trouble which their immediate custodial personnel cannot correct.
It is important that a school building be properly and thoroughly cleaned every day and that such items as oiling of motors, checking kitchen equipment and boiler room equipment be regularly performed. It is generally considered to be good business to employ a full time Central Maintenance Department in all those systems where there are ,as many as five school centers. The time of the system-wide maintenance people can be well spent in the maintenance, inspection, and repair of the buildings under their jurisdiction. The work of these people should also include a systematic painting program. Small defects, such as leaking faucets, broken masonry and dry motor bearings, if not repaired in time, will lead to major repairs.
It is generally recommended that one custodian be used for every eight teachers employed, or major fraction thereof. When the second custodian is, employed, a maid should be used. She can check on and keep clean the girls; rest room and do much of the dusting and sweeping; thus reiieving the janitor for heavier and more complicated duties, such as work in preventative maintenance, waxing of the floors, and keeping of the grounds. 1. Custodial and maintenance organizational pattern
There can be no one organization that is suitable for all school systems. The one factor that will determine more than anything else, the type of organization a system will have, . is the size of the system. The following three charts show organizations that are effective in various size school systems.
13

1. ORGANIZATION FOR CUSTODIAL SERVICES IN SMALL SCHOOL DISTRICTS
r THE BO~RO EDUCATION
THE SUPERINTENDENT
1
THE PR1NC1PALS
1
CUSTODIANS
CHART I

2. ORGANIZATION FOR CUSTODIAL SERVICES IN SCHOOL DISTRICTS OF AVERAGE SIZE

BOARD OF EDUCATION

PRINCIPALS

SUPERINTEt:-lDENT

BUSINESS MANAGER
I
MAINTENANCE SUPERVISOR
I I
,i

I

I

,, _._.- ,- -...-.-.....

t
_.-I

I' .
HEAD CUSTODIANS

CUSTODIANS

MAIDS

CHART II

15

3. ORGANIZATION FOR CUSTODIAL SERVICES IN LARGE 'SCHOOL DISTRICTS

PRINCIPALS

"BOARD. OF EDUCATION
I
SUPERINTENDENT OF SCHOOLS
..I . ASSISTANT SUPERINTENDENT FOR ADMINISTRATIVE SERVICES
J-------------tl . DIRECTOR OF OPERATIONS AND MAINTENANCE

SUPERVISOR OF CUSTODIANS I I I I
1--------------
HEAD CUSTODIANS

CUSTODIANS

MAIDS

CHART III

16

II. Maintenance Program.
The maintenance program should be. carried out by a full time system-wide maintenance department, headed by a director or supervisor and adequately staffed by trained specialists. A. Maintenance Aims.
1. Health and Safety. In order for school buildings to be free of conditions which adversely affect health and safety of pupils and employees, they must be kept clean, properly heated, ventilated, and Iighted. Unsanitary conditions cause many health problems. Respiratory diseases are started by dust and germ-laden air. Digestive disorders are often brought on by consumption of improperly prepared and served food and many other diseases may be caused by insects and rodents which are harbored in unprotected storage areas and unkept grounds. Unsanitary restrooms are a health hazard. Impaired eyesight is often caused by poor and uncontrolled lighting. School safety covers such risks as fire, mechanical, electrical, and boiler room maintenance hazards.
Parents who are required to send their children to school have every right to demand safe buildings, grounds, and equipment. It is obvious that the full scope of all the hazards cannot be discussed in this manual, but it is felt that these few pertinent illustrations will indicate the significance of maintenance in the elimination of them. 2. Economy of Operation. School plant operation economy fall s into three categories: (1) labor, (2) uti Iities, and (3) supplies and equipment. If proper utilization of each of these categories is made, then an efficient program can be achieved and much money saved. 3. Prevent Plant Shutdown and Loss of Time. This maintenance aim may be achieved through a program of preventive maintenance. It operates on the principal that "A stitch in time saves nine," and it is important to correct mild difficulties before they reach epidemic proportions. Examples of this may be shown by replacing a bolt or screw in the panic hardware on the doors which costs is negligible, but if the hardware is allowed to be used without the replacement, in a short time the complete assembly will have to be replaced costing approximately $35.00. Another example of this preventive maintenance is the proper oiling of the bearings in heating plants and ventilating systems in order that a complete breakdown may be averted which could cause a shutdown of the plant. It is important that periodic i!'spections be made of the electrical and heating systems and that preventive maintenance be accompli shed in order to achieve this maintenance aim. 4. Preservation of Property Values. In most communities, school properties represent a large financial investment both by the state and the local community. Preservation of these properties is an aim of maintenance. Adequate school plant maintenance retards deterioration, reduces fire hazard and decreases the need for extensive periodic renovation, thus preserving the community investment in properties. Maintenance applies to all parts of the building, its equipment and the grounds, and timely attention to slJch details reduces maintenance costs.
17

5. Correcting Obsolescence. We have in most all of the systems in Georgia many buildings which are classified as obsolete. These building~ are considered not good enough to use and too good to abandon. A good maintenance program can modernize and remodel some of-these buildings by correcting existing faults. Examples of modernizing and renovation are: .interior decorating, improving floors, and repairing and replacing windows, doors, hardware, etc.
6. Promote Community Pride. The promotion of community pride in school buildings through the program of maintenance is more than just pleasing the public. School officials are aware that a clean, well-kept school plant not only contributes to health, happiness, and correct development of the . children but also promotes a favorable community attitude toward the school by the patrons. Unattractive grounds, unsanitary and inadequate toilet facilities, improper lighting, dirty floors, marked and soiled walls, inadequate and improper storage of supplies and materials, and damaged property in need of repair tend to promote vandalism on the part of the ~tudents nnd disinterest on the part ~f the patrons.
B. Developing a Maintenance Organization. 1. Hiring of Adequate Maintenance Personnel. The number of maintenance personnel used in any given system will depend upon the size of the system and the number of buildings to be serviced. In large school. systems, the central maintenance department should have on .its staff a trained painter, plumber, and electrician. In a smaller system, a combination man or men may be found to do these. different jobs. On the other hand, medium and large size school systems may find it economical to employ one or more men who are particularly skilled in carpentry, masonry, electricity, pipe fitting, plumbing, heating, sheet metal, furniture repair, landscaping, glazing, and other various types of shop and machine work. The number of employees required for each of these crafts will depend largely upon the size of the school system~ type of school equipment, and the extent to which maintenance work is contracted. It is important in selecting maintenance personnel that school officials consider such personal characteri sties as age, health, character, and experience.
If high standards of work are to be achieved, it is important that maintenance employees have some training in the work to which they are to be assigned. This training may be accompMshed in a number of ways. The supervisors of maintenance may conduct or have conducted periodic inservice training programs. This training may be accomplished by apprentice-type trdining, discussion groups, formal training schools or clinics conducted by the State Department of Education personnal, or by the local system personnel. Definite lines of authority and supervision should be established and followed in the central maintenance department. These lines of authority are shown on the suggested organizational charts. C. Developing a Maintenance Program. An important function in any maintenance program is routine periodic inspections. These inspections should be made by the school personnel or the supervisor of maintenance or someone designated by him. Needs that are discovered during these checks and inspections if not of an emergency nature may be reported to the maintenance department on a daily, weekly, or monthly basis depending upon the.urgency of the need. Checks of all motors,
18

electrically controlled equipment, heating systems, water heaters, and instructional equipment

should be made by maintenance specialists. These checks should be made frequently enough

to prevent damage. The frequency will be determined by the type of the property or equipment.

Major repairs such as replacing a roof, reflooring, or remodeling should be scheduled when

possible during summer vacation periods. All emergency requests from the principal such as

repair because of vandalism, roof leaks, frozen water lines, and breakdown of sewerage

disposal systems need to be corrected immediately.

1. Recurring Maintenance.

The term, Recurring Maintenance, refers to school maintenance tasks which should be

performed one or more times each year. These tasks may be performed by the regular

custodial staff or by central maintenance staff, depending on the time required and the

nature of the work. If assigned to the maintenance department, such work should be on

a scheduled basis. Examples of such tasks include floor care, furniture care, cleaning of

windows and glass, washing and cleaning of light fixtures, oiling mechanical equipment,

and care of the grounds.
2. Periodic Maintenance.

Periodic maintenance refers to those jobs which need attention less frequently than

recurring maintenance jobs such as painting programs, roof inspection and repair, repair

of window shades, blinds and curtains, grease traps, cleaning septic tanks, etc.
3. Operation of Shops.

In systems that are large enough, a maintenance shop should be operated. In this shop,

shelves, book cases, etc., can be made for use in the schools. The furniture can be

refinished where needed on a schedule, and blinds and shades may also be repaired. The

shop should be large enough to provide warehouse space for storage of maintenance

material and custodial supplies.
D. Equipment and Supplies.

A major factor effecting cost of maintenance involves the use of equipment and supplies.

Maintenance costs may be reduced if consideration is given to selecting suitable equipment and

supplies, purchasing in quantity, on specifications, and by taking advantage of any discount by

paying promptly.

1. Selecting Equipment.

By selecting equipment, we mean labor saving power tools such as paint spraying equip-

ment, electric drills, electric saws and sanders, pipe cutting and threading machines, and

power floor cleaning equipment. These and other labor saving devices should be used for

an efficient and economical maintenance program.

2. Testing Material s.

In testing materials, a school system may depend upon a number of sources other than

their own. Some information may be obtained from the Federal Bureau of Standards.

Arrangements have been made with the State Department of Agriculture to test waxes and

detergents where school systems submit samples to be tested to the Office of School

Plant Services. One of the best ways a school system can test material s such as floor

/

finishes and waxes is by experience in the use of the product and the keeping of perform-

ance records.

19

3. Planning Quantity Purchases. If adequate storage and distribution facilities are a"vailable, it is generally advisable for each system to purchase their maintenance and custodial supplies in quantity. Most suppliers give better prices on quantity purchases. Also, by having enough materials on hand, workmen will not be delayed by having to wait on supplies. Many emergencies can be handled without delay or interruption of services when an adequate supply of materials or supplies is available.
4. Taking Advantage of Discounts. Most suppliers offer one or two per cent discount on invoices if paid in ten days from receipt of invC?ice. Such discounts, if taken, will mean considerable savings during the year.
S. Purchases by Specification and Competitive Bids. It is good business to buy all custodial and maintenance supplies on a competitive bid basis providing the specifications are followed. Sometimes your lowest priced merchandise may not be the cheapest :n the long run. Specifications may be established by brand trade name or physical characteristics or by describing the materials as to price and use or by Federal standards. In using this method, school officials not only protect themselves but also protect the bidders by guaranteeing that all suppliers are bidding on the same quality merchandise.
6. Mixing Own Materials. Many of the materials that are now being purchased in a mixed state, ready for use, may be mixed locally by buying thtl raw ingredients at a considerable savings. (For more information, contact the maintenance consultants, Office of School Plant Services, State Department of Education.)
7. Efficient Storage and Distribution of Supplies. An inventory should be kept on all supplies in the central warehouse, and the supplies distributed on a regular schedule as predetermined by experience.
E. Grounds. It is highly desirable for the central maintenance department to take part in the upkeep of the grounds and their improvement.
If this task is done by the central maintenance department, power mowers and equipment which is expensive can serve all of the schools. Also, a routine job can be done which makes for C! better program.
It is the Principal's responsibility to promote grounds improvement in the community, always striving to make his school more attractive to the patrons, teachers, and children.
III. Custodial Program.
A great need exists for better custodial service in many of the public schools of Georgia. Much of the improvement could be attained if the custodial staff were increased in many of the school systems to provide a more reasonable work load. Part of the ineffe.ctive work, unsanitary buildings, and lack of maintenance is due to lack of sufficient staff to do the job as it should be done.
20

A second cause for low standards in custodial service is due to the lack of trained personnel for the job. Many of the custodians are employed without previous training or experience for the kinds of work needed in school care and maintenance programs. They are given the responsibility without sufficient orientation training to know what constitutes a good janitorial job. The school principal frequently has so many duties that he does not have the time to properly train new people on the custodial staff.
A third reason is the fact that often school custodians are employed only during the time school is in session and he does not have time to do many of the major cleaning jobs that are done periodically. The washing of windows, repairing of furniture and equipment, checking defects in roof, heating and ventilating systems, refinishing of floors, and many other items that need attention are neglected so that the custodian can do these routine duties which must be done each day.
A fourth reason is that there is seldom any effort on the part of the school or the custodian himself to get any type of inservice training. An increase in the budget for this type of service will help to improve custodial service by providing sufficient help to get the job done. The provision of mimeographed or printed material for use of the custodian in learning better methods of doing his job will help to some extent if the school principal will encourage the use of such material and spend a little time with the custodian in helping him find better methods of doing some of the tasks. A. Responsibility.
1. The Superintendent. The school superintendent, as the executive officer of the Board of Education, has the responsibility to set up administrative procedures. In larger school systems, it may be possible to employ a school plant specialist, or an engineer to have general supervision over custodial and maintenance services. In systems where this is not possible, the superintendent should develop some plan to see that the services are provided in each school center. The selection, employment, training, and supervision of the custodial staff is an important administrative function of his office. Part of this he may delegate to subordinate personnel, but he is responsible for seeing that the job is done efficiently.
2. The School Principal. The school principal, as the superintendent's administrator of a single school center, will necessarily need to assume part of the responsibility for good housekeeping and for proper maintenance of the school plant over which he has administrative responsibility. In most cases, the superintendent will depend on the school principal to select and recommend for employment the custodial staff to serve in the school over which he has administrative respansibility. The principal will work with the superintendent in carrying out the policies relating to custodial services which have been established by the Board of Education. He will give general supervision to the custodial staff working in his school.
3. The School Custodian. The custodian's duties vary so widely that he might be called a "Jack of all trades." He is responsible, in part, for the proper care and upkeep of valuable school property. If he is a good custodian, he will be alert to see that the property is not allowed to run down and that minor repairs are made in time to prevent major and expensive repairs later. If the job is too big for him to perform, he will report the fact so that maintenance personnel can do the work.
21

The custodian is responsible, in part, for the safety of the pupils. He will not allow fire hazards to accumulate on the premises. Accident produc!ng conditions will be sought out and removed. Properly regulated temperatures, suitable air movements, and adequate sanitation must be provided to protect the health of the children.
The custodian is responsible for maintaining high standards of cleanliness and neatness.
.For some children the school building is the finest bu.ilding that they will ever call home.
Some of them will set up their ideas of convenience and comfort on the basis of the school. Their housekeeping practice may be patterned after what they learn at school because it is better than their home situation.
The custodian is responsible for the operation and care of machinery including expensive heating systems. He is responsible for the proper use of supplies, materials, and equipment, and the prevention of waste of these.
He must recognize and maintain proper employee relationships with the administrators, teachers, pupil s, the community, and with fellow employees. He must set a high standard of conduct for the children, be friendly, courteous, and cooperative with the staff, and maintain a high quality in all his work. He should not gossip about school affairs. He must be faithful and dependable. B. The Custodial Staff.
1. The Size.
The size of the school custodial staff will depend on the size of the school plant and the amount of work to be done. Studies have been made in an effort to establish reasonable work loads, but school plants vary so much in floor areas and special facilities that it is difficult to set a standard that wi II apply equally to all systems. Dr. Alanson D. Brainard reports on a time study for a school with 18 classrooms including many of the special areas such as a large lawn and playing area. He recommends two custodial employees for the school plant, one of which would be a maid. Many of the smaller schools employ only one custodian. Generally, schools with 18 or more teachers will require the services of more than one custodian. 2. Qualifications and Selection of Custodial Employees. The quality of custodial service will depend to a great extent upon the ability, the interest, and the dependability of the employee. Factors usually considered in the selection of custodial employees are listed here with a brief description of each: (a) Previous experience: If the applicant has had previous successful experience as a
custodian or in related services, it should be an advantage. (b) Health: Health is so important that it is advisable to require a physical examination
of the applicant. Some of the jobs require a strong, vigorous, healthy man. Lifting, climbing, and carrying heavy loads is sometimes necessary. (c) Variety of Abilities: The custodian should be able to perform efficiently many different things requiring a variety of skills. Some knowledge of mechanical, plumbing, electrical, painting, and carpenter jobs is desirable. (d) Marital Status: Usually a married man will stay with the job for a longer period of time which is important.
22

(e) Character and Habits: He should be the type of man whom you would not object to having your child associate with or admire. He should not use intoxicating drinks or drugs, and it is better if he does not use tobacco. He should be firm, but fair and tactful.
(f) Education: It is desirable that he have as much education as possible. Some require a minimum of eighth grade, and some have gone to the requirement of a high school diploma. He must be able t.:> read and write and to make reports in writing.
(g) Age: Minimum age should be from 21 to 25 to get sufficient maturity to have a proper relationship with, and respect of the children. Maximum age should usually not exceed 45 ot 50 for entering upon the job because of the strenuous nature of the work.
(h) Pride: The individual should have self-respect, confidence in himself, and pride in his work. He should feel that he is an important part of the school program.
(i) Appearance: He should always be neat in appearance, and wear clean clothes. lIniforms are required in many of the schools for some of the custodial staff.
(j) Dependability: The job is one that is essential every day. If the custodian forgets to start the fire early enough to sufficiently warm the building by opening time, much discomfort is caused and time from school work lost. Certain jobs must be done every day and done on time.
The custodian may be recommended by the school principal or by the chief custodian. If this position is a system-wide job, he should be appointed by the superintendent of the system.
He should be required to file a written application, giving any training or work experience that would indicate his ability or aptitude for the job. 3. Salaries of Custodial Employees. The salaries paid to custodial employees have advanced during recent years, but the pay scale is too low in many school systems to attract competent workers. A good err.ployee is worth more salary than a poor one because he can save money for the school in many ways. He uses supplies, materials, and equipment in performing his custodial duties. If he learns what to use and the proper quantities to get best results, he may be able to save more for the school in a period of one year than he will receive in salary. 3y careful supervision of the heating, lighting, and water systems, he can prevent waste and unnecessaryexpense. He can do minor repairs which will do much in helping with reduction in maintenance costs.
The chief janitor who has many skills should receive pay equivalent to that of the skilled worker in the community. The maids or other employees used in cleaning should receive pay slightly in excess of the domestic worker in the community.
The employment of custodial personnel should be on a twelve month basis when possible in order to give them full-time work. This will enable the school to secure a more competent type of worker. The custodial employee may be used during vacation periods for maintenance jobs such as painting, major cleaning jobs, mowing the lawn, caring for shrubbery, refinishing desks, and repairing furniture. 4. Tenure in Custodial Jobs. The employment of a custodian who will remain with the school for a number of years should be the general practice. There are many jobs in which the custodian will become
23

proficient with experience. Training new employees takes time of other staff members and for some time the new employee will need careful supervision. Familiarity with types and quality of custodial supp.lies and equipment is important and adds to the efficiency of the worker. Custodial service in schools is coming to be recognized more and more as an occupation and more people are entering it as a life work. Many are taking training courses and receiving certificates on completion of the courses. The importance of the .....ork to the success of a school program merits more recognition than has been accorded the position in past years.
A number of job titles are used to designate custodial employees such as: Building Superintendent, Chief Custodian, Custodian, Engineer, Electrician, Plumber, Carpenter, Janitor, Boiler Fireman, Utility Man, Yard Man, Cleaner, Sweeper, etc. The term Janitor is gradually being replaced by the term Custodian. It tends to lend dignity to the position and indicates a larger area of activities than is usually thought of when the term janitor is !lsed.
Reasonable working hours, dec"nt working conditions, employment during the summer months, vacation and sick leave provisions, payment of a reasonable living wage, a retirement plan, more recognition as an important part of the program will do much to promote tenure in custodial positions. 5. Organization of the Custodial Staff. When more than one custodial employee serves a school, one of them should be made responsible to the principal for the work and should have general supervision over the subordinate personnel of the custodial staff. The head, or chief custodian should make assignments of work to other employees and be responsible for seeing that the work is Ibne in an efficient and acceptable manner. The chief custodian will be responsible for the training of new employees under his supervision. The chief custodian will have frequent conferences with his administrative superior, the school principal, or the systemwide person in charge of custodial and maintenance services for the purpose of outlining work and planning some of the occasional jobs that must be done, and for the evaluation of the service as it is being performed. 6. Working Conditions and Schedule for the Custodian. The duties of the custodian are so numerous that it is difficult to make an all-inclusive list of the work to be performed. The custodian himself should prepare the list from his daily experience. When the list is first prepared, he may list all the major tasks he can think of and leave the list for additions to be made as he is called on for other types of work for a period of two to three months. At the end of approximately three months he can revise his list, grouping similar activities near each other and post the list on the bulletin board in his office or headquarters. He can use the list as a reminder of the relative frequency some of the jobs need to be performed and can indicate whether they are to be performed weekly, monthly, or quarterly.
A fixed schedule of his duties will be difficult to prepare since some of the duties are to be performed less frequently than others. Certain duties must be performed each day and these can be listed on a flexible general schedule.
24

Dr. Henry H. Linn has presented a sample schedule in his book The School Custodian's

Housekeeping Handbook. It is given here as a sample for the custodian to use in preparing

a general schedule including the routine duties that must be performed each day.

7:00 - 7:30 Firing the boiler.

7:30 - 8:00 Unlocking doors; sweeping entrances; filling soap dispensers towel

holders, and toilet paper holders.

'

8:00 - 8:30 Dusting rooms.

8:30 - 9:00 Supervising corridors and running errands for teachers.

9:00 - 9:30 Looking after boilers, cleaning boiler rooms, etc.

9:30 - 10:00 Sweeping corridors and dusting corridors.

10:00 - 10:30 Cleaning glass or odd jobs.

10:30 - 11:00 Doing odd jobs.

11:00 - 11:30 Firing boilers.

11:30 - 12:30 Lunch.

12:30 - 1:00 Supervising corridors.

1:00 - 1:30 Firing boi lers.

1:30 - 2:00 Cleaning toi lets.

2:00 - 2:30 Doing odd jobs.

2:30 - 3:00 Firing boiler.

3:00 - 3:30 Cleaning vacant rooms.

3:30 - 4:00 Cleaning classrooms.

4:00 - 4:30 Cleaning classrooms and corridors.

4:30 - 5:00 Cleaning toilets, banking fires, locking up.

Where gas-fired or oil-fired heating systems are used the time for boiler firing will be

reduced. The heating system will need checking occasionally, but a very small part of

the custodian's time will be required for this purpose. The hour for beginning the day's

work may be later if an automatic thermostat is used to start the heat each day. The

schedule made by the custodian will be made on the basis of the duties that he must per-

form each day with the time adjusted to that actually needed for a particular task.

The working hours for a custodian must begin early enough to have the building comfortable and clean for the students and teachers when school opens each day. Most of the cleaning of classrooms must be done after the students leave the building in the afternoon. If there are two or more custodians serving the same school, the working hours may be staggered with one coming early and the other staying later. Definite responsibility must be fixed for unlocking and locking the building at the beginning and close of each school day.

The custodian should be on duty in the evening when the building is in use for faculty meetings, student activities or community meetings. The working conditions of the custodian can be improved in most schools by providing him with adequate tools for doing the job; suitable and convenient places for storing tools; good arrangement for disposal of waste paper and trash; adequate outlets for electrical appliances which he must use; plenty of sources of water for cleaning and for watering the plants outside the bui Iding; cooperation by teachers, staff and students in preventing unnecessary soiling of floors,

2S

furniture, walls and doors, and the scattering of paper and trash on the floors and on the campus. The custodian should not be expected to water and care for flowers or pot plants kept by the teachers and students in a classroom. The school principal should help to protect the custodian by properly informing the staff of the heavy schedule of the employee and asking them to refrain from c,alling upon him to run errands or to perform duties that are not considered part of his work.
Each teacher and school staff member should feel a responsibility for keeping the building and grounds in attractive and clean condition. The teachers can help to teach the children' to be good housekeepers at school and this will reduce the amount of work to. be performed by the custodial staff. 7. Self-evaluation. The custodian should take pride in his work to the extent that he will seek to improve his efficiency in the performance of his duties. A good tool which he may use is the review of the major duties he performs by indication on a form containing these duties his opinion of how well each is being performed. He can prepare this list of duties for himself including on the list all the major duties he performs. He can check one of the three qualities describing how well the work is being performed. If the job is being done to the best of his ability and as well a~ he thinks it should be done, he will check the column "EXCELLENT.If If the job is being done reasonably satisfactorily, but he thinks it might be done better had he more time or better tools, or if he has more help, he can check "GOOD.If If the job is being left undone or if he thinks it should be done a great deal better, he can check "FAIR."
He should check this form one time each month and file a copy with the school principal. If there are no problems that keep him from doing a job as well as he thinks it should be done, this will give him a good opportunity to inform the principal of the difficulty. Perhaps it will help him to get the necessary tools, the right kind of supplies, or additional help in order that the service may be improved.

LIST OF DUTIES AND RESPONSIBILITIES OF THE CUSTODIAN TO BE USED BY THE CUSTODIAN IN HIS SELF-IMPROVEMENT PROGRAM

I. Housekeeping and Campus Duties:

EXCELLENT GOOD

FAIR

1. I sweep classroom floors daily

~.

2. I sweep corridors twice dai Iy

.

3. I clean toi let rooms twice daily

.

4. I clean lavatories dai Iy

.

S. I clean urinals daily _

.

6. I clean toi let bowls daily

_

.

7. I clean drinking fountains daily _

.

8. I cI ean cha Ikboards each week

.

9. I clean erasers da iIy _.._.._._ _.__

_.

10. I empty waste baskets daily --

-

.

11. I dust furniture as needed - - - -- - -..

12. I mop floors according to schedule - _ _ _ .

26

13. I wax floors according to schedule

EXCELLENT .

14. 'buff floors with machine according to schedule

15. I distribute paper towel s each morning

.

16. I keep toilet rooms supplied withpaper

.

17. I keep soap near the lavatories

_.

18. I check the boiler on regular schedule

_.

19. 'fire boiler as needed __ _ _.. _ __.. __ __

_.

20. I dust walls and ceiling as scheduled

_.

21. I clean windows and other glass as needed .

22. I keep lockers and shelves clean

_

.

23. I keep storage room clean and orderly

.

24. I maintain proper temperature in building

.

25. I remove markings from walls promptly

.

26. I clean lighting fixtures as needed

.

27. 'mow the lawn as needed

.

28. I prune, cultivate, and ferti Iize plants

.

29. 'keep paper and trash off the campus

.

30. I keep walks clean

_ _.

31. I clean auditorium weekly

.

32. I replace broken glass promptly

.

33. I keep shades and bl inds in working order

.

II. Conservation of Supplies and Equipment

1. I keep the building locked when not in use .

2. I turn off lights when not in use

.

3. I see that leaking faucets are repaired

.

4. I keep toilet valves adjusted properly

.

5. I use cleaning supplies economically

..

6. I report children found damaging property

.

7. I take proper care of tools and equipment

.

8. I check heating equipment for defects

.

9. I keep accurate inventory of supplies

.

10. I do minor repair jobs as needed

.

11. I turn off venti lation fans when not needed .

III. Safety Measures and Accident Prevention

1. I watch daily to prevent fire hazards

.

2. I do not leave hot ashes in the basement

.

3. I do not store th ings under stairs

_.

4. I dispose of oi Iy rags not in use

.

5. I do not store oil or paint in basements """"""'"

6. I use only safe ladders

.

7. I do not leave obstacles in passageways

.

8. I check play equipment for defects

.

9. I keep fire extinguishers ready for use

.

10. I know how to use a fire extinguisher

.

GOOD

27

FAIR

EXCELLENT

11. I keep electric switches in good order

.

12. I do not burn paper carelessly

.

13. I know how to operate fire alarm

:

:..

14. I try to prevent slick floors ._

.

IV. Public Relations and Personal Characteristics

1. am courteous to visitors and parents

_.

2. greet students and staff cheerfu lIy ._

.

3. treat all students and staff fairly

_.

4. refrain from criticizing the school ._

_.

5. render cheerful service

_

.

6. refrain from vulgarity _ _ _,

.

7. set a high mora I standard

_ _.

8. keep clothes clean as possible

_.

9. practice shaving each day

_

.

10. di splay the flag properly _ _

.

11. am present when bui Iding is in use

.

12. study methods of improving my work

.

13. make reports to the principal

_

14. cheerfully carry out instructions

.

GOOD

FAIR

C. Performance of Selected Custodial Duties.

1. Floor Care. (a) Sweeping and Mopping.

Sweeping is one of the most important duties of the custodian. If he studies the procedure,

he can learn how to do a good job and also learn how to do it with less effort in less time.

(1) Cost of Floor Cleaning as Compared With Other Items in the Sanitation Program.

Breakdown of the Sanitation Budget:

Floors

4~

Lights

5%

Windows

7%

Cei ling

8%

Walls, Woodwork

16%

Equipment

24%

(2) Time Studies: Several studies have been made of the time required to sweep, mop, wax, and dust various areas of a school building. The following tables show the results of one of

these studies:

Time Tables for Cleaning - Suggested Approximations

Sweep - General Classrooms, 1000 Sq. Ft. Per 20 Minutes Sweep - Corridors, 1000 Sq. Ft. Per 10 Minutes Sweep - Stairs, 40 Steps and Landing in 12 Minutes Damp Mop -- 1000 Sq. Ft. Per 10 Minutes Wet Mop and Rinse -- 1000 Sq. Ft. Per 30 Minutes

28

(3) Types of Desks: There are several types of school desks used in schools and the sweeping procedure wi II need to be studied for each type to learn how to do the job with the least time and effort and sti II do a good job. 6y trying out different pr~cedures, the custodian can soon discover the best method. a. Sweeping Rooms With Fixed Desks: When the classroom is equipped with fixed seats, two trips through the room are necessary. On the first trip, the custodian will clean the chalkboards, chalk trays, adjust window shades, close and fasten windows, empty the pencil sharpener and remove the waste basket to the hall and empty it into the waste container, which he will carry from room to room as he cleans the building. If the seats need raising, he may do this on his first trip.
On the second trip, he will sweep across the front of the room, along the window wall to the rear of the classroom, and as he returns to the front, he will sweep behind and between each seat and desk, pushing the dirt to the next aisle. He will then sweep the next aisle on the return to the rear of the room and repeat for each row of desks, finishing the job by taking up the dirt in a dust pan. b. Sweeping Roams With ~~ovable Desks: If the seats are movable, he can make three trips through the room. On the first trip, he will proceed as he did with fixed seats. On the second trip, he will start on the corridor side of the room and move each row of seats over one space toward the corridor. The room is then ready for sweeping. He will sweep across the front of the roam and along the window wall to the rear of the room. He will walk back to the front of the room, moving one row of chairs back to its original position as he returns to the front. He will then sweep the open space as he returns to the rear of the room. This procedure will be continued until all rows of seats have been returned to their original position. The dirt will then be taken up in the dust pan and emptied into the waste cart container in the corridor. c. Sweeping Unobstructed Areas: The gymnasium, corridors, and other wide space areas can best be swept with a long floor brush or a treated sweeping mop. A 30" or 36" length will save time instead of using a 16" or 18" size, which is needed when sweeping around and between school desks. The best procedure is to first go around the perimeter of the gymnasium, pushing the dirt away from the wall. Then the custodian will sweep back and forth across the long dimension of the room in parallel trips, each overlapping enough to prevent leaving an un swept area. He will leave the dirt at each end to be picked up when the large area has been covered. d. Sweeping Stairs. Stairs which are not too long for sweeping with one stroks of the brush or mop should be swept by starting at the top and proceeding down. Begin the stroke at the same end each time and sweep to the other end and drop the dirt on the step below. The dirt can be taken up at the bottom of the steps.
29

If the stairs are too long to sweep with one stroke, the custodicln'shouldbegin at the bottom right end and sweep one half the distanc.e with one stroke as he goes up the steps. When he reaches the top, he will return.down the steps, sweeping from the center toward the left end, dropping the dirt each time on the step below until all the steps are swept. Where possible, the custodian should be fur... ished a waste cart to carry with him through the building as he sweeps. If the cart has wheels and a platform, it may also be used for moving supplies. If a cart is not available, a box made of light material but strong enough to withstand heavy use should be used. The size will depend on how much waste is to be removed in sweeping the rooms on a long corridor, or from the rooms usually cleaned by one custodian. A cart similar to the one shown below can be rolled up and down stairs and is a convenient means of collecting waste as the custodian moves from one area to another while sweeping the building.
Handles 300 Ibs.
TYPICAL WASTE COLLECTION CART
(4) Sweeping Mops: Floors which are properly treated and maintained can frequently be swept with a treated sweeping mop. If too much dirt is tracked. into the building, a floor brush may be needed, because the sweeping mop may not be able to absorb or pick up too much dirt. The length of the sweeping mop or brush will need to be determined by the areas in which it is to be used. A long tool cannot be used too well around and under chair desks or furniture where the open space is limited. The 16" or 18"
30

length is probably best for use in classrooms. A 30" or 36" size can be used in corridors, gymnasiums, and other wide space areas not crowded with furniture.

When treating a sweeping mop or a dust cloth, care must be used not to put too much

dressing on it. If too much dressing is used, it will prevent shaking out the dirt and

dust and may leave a fil m on the surface. Oil s wi II damage ti Ie floors and shoul r.I

never be used in treating sweeping mops. A dressing which does not contain a

petroleum product should be used in the treatment. A treated mop should be allowed

to dry several hours after a treatmer.t before being used. When the custodian finishes

his sweeping for the day, the sweeping mop should be cleaned and treated to dry

overnight and be ready for use the next day.

(5) An Ounce of Prevention is Worth a Pound of Cure:

You May Be Able to Reduce Cleaning Time By:

a. Paving walks and driveway to the entrance of bui Iding.

b. Use door mats for cleaning shoes before entering the bui Iding.

c. If you cannot pave walks, you can use sawdust on a large area near the entrance

of the building over which children walk to the building.

d. It will help if the unpaved areas are well sodded with a suitable grass.

e. Sweep corridors near the entrance soon after most children have entered to

prevent grinding sand into the floor finish.

f. Place waste receptacles in convenient locations on the school site and in the

building and less trash and paper will be thrown on the campus and in the

building.

g. When a school site has been properly planned and landscaped, there is little

excuse for much dirt to be carried into the building.

(6) Mopping and Scrubbing.

Classrooms, corridors, toilets, and other areas of a school building will need more

than sweeping occasionally. The frequency of mopping and scrubbing will depend on

the amount of soiling and the use of the area. Most toilet floors should be mopped

.

..

daily. Classroom floors, if properly sealed and waxed, should not need scrubbing

and rewaxing more than twice a year. They may need damp mopping twice each

month.

a. Preparing the Cleaning Solution.

Prepare the cleaning solution by using the right amount of detergent in water.

Stir it up carefully by moving the mop up and down in the pail to get it saturated

with the solution. Let the mop drain into the pail to prevent using too much

water on the floor.

b. lise the Right Amount of Soap.

If too much soap is used, it will require a great deal more time in rinsing to

remove the excess soap.

c. Use Rhythmic Strokes.

If the custodian wi II use rhythm like strokes with his mop, making the figure 8,

and turning the mop over occasionally as he changes directions, it will utilize

all the surface of the mop and take advantage of the solution in the mop.

31

d. Do Not Splash the Walls. Care must be used not to get the mop against the baseboards and furniture or to splash them with water and cleaning solution. It is better if a small area near the edge is mopped first before the figure 8 stroke is started.
The mop can be stopped a foot or more before it strikes the baseboard if the edges of the room are mopped first. (7) Rinsing. There are several ways to pick up cleaning solution and rinse water. The best way is to use a wet pickup vacuum. The second best method is a rubber squeegee and a pickup pan. The third way is to use a large size mop, pail, and wringer. The mop should be used to finish the job even if the vacuum or pickup pan is used to get up most of the water and cleaning solution. a. Clean Tools. When a mop is used for rinsing, it should be a clean mop. If the custodian will use two pails in rinsing, he can squeeze out the dirty water into one pail, rinse the mop in clean water in the other pail. He can rinse and pick up the dirty water with a clean mop each time. Rinsing with a dirty mop is like trying to wash your face and hands in dirty water. b. Mop Wringers. There are several types of mop wringers. The one with two rollers on top of the pail has the disadvantage in that strings from the mop tend to hang at the ends of the rollers and are torn loose, shortening the life of the mop. The type which is operated by a lever, bringing one or two sides of the squeezer against the mop, is easier on the operator and will do a better job of removing the water from the mop. There is also a type where the top of the wringer turns down over the mop and presses it down, squeezing out the water. Either of the latter two wi II do a good job. (8) Scrubber and Polishing Machine. When floors are extremely dirty and when wax needs stripping, an electric scrubbing machine will soon pay for itself in saving time and labor for the custodian. An electric scrubbing and polishing machine should be part of the custodian's equipment at every school center. If a scrubber is purchased with a container for cleaning solution attached, it will enable the operator to control the amount of solution used and do a better job of cleaning. (9) Storage and Care of Equipment. 1. A good custodian will keep his tools clean and in good repair. 2. A good custodian will have a place for all his tools and supplies and keep them properly stored when not in use. 3. A good custodian will keep his tool and supply rooms clean and attractive. 4. A good custodian wi II keep necessary suppl ies avai lable at all times by ordering before the supply is exhausted. 5. A good custodian will plan his work carefully to make best use of his time. 6. A good custodian will take a pride in his work. He belongs and is a most important member of the school staff.
32

(b) Stripping and Waxing. Waxed floors may need stripping and rewaxing once or twice a year, particularly if they turn dark and too much dirt.becomes imbedded in the wax in areas where the traffic is light. (1) How to Remove Wax From Floor$. Sweep up dirt and dust from the floor which is to be stripped. Apply the wax remover with a large floor mop. The wax remover is added to water as directed by the manufacturer. Allow the solution to stand for three to five minutes.
Scrub the floor with an electric scrubbing machine with a steel wool pad under the brush to loosen the old wax. Pick up the wax-laden water with an electric wet and dry vacuum or a pickup pan and squeegee. If neither is available, it can be picked up with a mop and squeezer wringer.
Rinse the floor with clean water and pick up the water. If not entirely clean, repeat until it is clean.
If the wax has accumulated over years of use, it may be necessary to use the wax remover more than once to get all the old wax off of the floor.
When the wax has been removed and the floor thoroughly rinsed, it should be allowed to dry before applying a new coat of wax. (2) How to Wax a Floor. First, clean the floor of any dirt or dust. This may be done by vacuum or by wiping the dust off with a turkish towel which has been dampened and wrung out and placed under a sweeping mop.
Pour the wax into a container in which the applicator can be dipped.
Use a clean mop, a clean sheep-skin applicator, or a wax applicator and apply the wax in a thin coat. If the mop is used, it should be wrung out until the wax no longer drips from the mop. With figure 8 motion, apply the wax to the floor area, covering a strip 8' to 10' wide. Do not leave surplus wax on the floor. Wax the area near the baseboards first, but do not apply wax to the baseboard. Since traffic does not occur near the wall, a 6 to 8 inch strip near the baseboard may have a very light coat of wax.
Allow to dry about 30 minutes. Then buff with a No.2 steel wool pad under the buffing machine. Pick up the dust and fine steel wool particles before applying the second coat in same manner.
Allow the second coat to dry and then buff it with a buffing machine, using a polishing brush on the machine. (3) Daily Maintenance of a Waxed Floor. Sweep the floor daily with a treated cotton sweeping mop. If there is too much tratfic which brings sand into the room, it may need sweeping more than once each day.
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Treat the cotton sweeping mop with a non-oily dressing. Apply the dressing to a thoroughly washed and dried mop. Stand the mop with head up and strands down and spray the dressing on it. Do not put too much dressing on the mop. Allow it to dry for about 12 hours before using. Sweep the floor by pushing the mop back and forth across the room until the area is covered. Shake out the dust at the ends to be picked up later when the room has been swept completely. A mop that is sprayed too heavily will loa~ up with dirt and does not do a goad job of sweeping. It will need washing more frequently. When you finish for the day, the mop should be sprayed again lightly and left to dry for the next day's use. It should be entirely dry the next day or it will indicate that you used too much of the dressing in the treatment. (4) Don'ts in Waxing Floors. 1. Never wax a dirty floor. The wax will seal the dirt in and discolor the floor. 2. Never wax a wet floar. The water will prevent bonding and cause milky
appearance. 3. Never apply wax in a heavy coat. 4. Do not rewax floars every time they become dull. Mopping and buffing will
often bring them back to a clean bright finish. 5. Never permit stored wax to stand open. Evaporation will make the wax thicker
and too much will be used on the floor. 6. Never apply wax that is under 70 degrees F. nor apply to a floor that is under
70 degrees F. Cold wax or cold floors will make a heavier film. The thinner the wax film the better the results. 7. Never permit wax to freeze. Freezing can unbalance the formula and cause the wax to be valueless. Water waxes are neither an emulsion nor a suspension. Wax that has been frozen should not be used. 8. Never use a dirty mop or applicator to apply wax. 9. Never pour used wax back into the can with new wax. It may damage the new wax. (c) Maintaining Woad Floors. (1) Sanding Old, Warped, Cupped Woad Floors.
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1. Remove or sink nails that might tear paper. 2. Make the first cut diagonally across the floor, using rough sanCfptlper. o 3. Make second cut diagonally across floor opposite the first cut, using rough
sandpaper. 4. Make third cut with grain, using medium grade sandpaper. 5. Make fourth cut with grain, using fine sandpaper. 6. Finish with extra fine sandpaper, sanding with grain. 7. Use the edger machine to sand edges and corners, using .am. gracl of .and-
paper as with the larg. sand.r. (2) Sanding Old Varnl.h.d Floors.
1. Use open-grained rough sander and make light, fast cut aero grain of wood. 2. Do not allow machine to stand and make deep cuts. 3. Cutting directly across grain is' rare but is used to break the hard varnish coating. 4. To h.lp prevent gumming of paper, wipe a thin coat of kerosene on the floor
before sanding. 5. After varnish is removed, proceed using coorse, m.dium, fine, and extra fine
sandpaper to prepare the floor for treatment.
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(3) Sealing Wood Floors.
A penetrating seal, properly applied, fills the cells and poi'e~ in wood floors and
closes them against drrt and moisture. The sealer increases the density and gives a hard surface that resists wear.
Apply a liberal first coat of sealer to small sections of the flooring at a time, using a clean mop or an applicator. A six foot wide strip is usually best. Work fast so that the edges of the first section are still wet when you seal the adjacent area. First apply the sealer across the grair, of the wood. Then go over the .ection, working with the grain to spread puddles.
Let seal stand for 5 - 10 minutes to penetrate the floor and then wipe up the surplus seal remaining on the surface with a clean cloth. All seal not absorbed by the wood must be wiped up to get an even distribution and smooth appearance in the finished floor.
Allow the floor to dry and then buff with a floor machine equipped with a fine steel wool pad to cut down grain raised by sealer. Sweep after steel wooling and go over the floor with a damp mop to pick up any fine dust.
Apply a very thin second coat, working with the grain of the wood. Let it dry. Then buff with a fine steel wool pad, sweep and mop up dust. The floor is then ready for . waxing.
The seal maybe applied with a mop, but a lamb's wool applicator is better since the spread may be more evenly distributed and the quantity easier controlled. There is an applicator with a small container on top to hold the seal and a control from the handle which can regulate the flow to the lamb's wool. (4) How Sealing Protects a Floor. The panel shown on the next page is intended to show a wood flooring properly sealed to close the pores and cells of the w~d against dirt and moisture.
The inset shows how the sealed wood refuses to absorb the ink drop but retains it on the surface where it can be readily wiped away.
A properly sealed flooring gives better performance, maintains uniform appearance and is easier to clean. Note how the sealer has penetrated into the pores of the wood and filled them. The sealer increases the density of the wood, giving a harder flooring, more capable of withstanding stains, moisture, and trafficithis increasing the lifetime of the flooring.

(5) How an Untreated Floor is Damaged.
The drawing above pictures a new wood floor, or a wood floor which has just been sanded. It is a bare, unproteCted flooring, and therefore, subject to deterioration and destruction by fungi, bacteria, insects, and moisture. The inset is intended to show the porosity of a bare wood" floor. It shows how a drop of ink, dropped on a bare wood flooring is absorbed into the flooring, just as a blotter absorbs a drop of ink. Such an unprotected flooring would quickly deteriorate and would become unsightly as soon as it was opened to traffic. (6) Oil Stained Floors.
The flooring pictured above has become stained with oil or grease. It .. eXTremelY
difficult to restore the natural beauty of such a floor. Application of an oil-solvent, (be sure to give the solvent time to work), followed by scrubbing with a neutral cleaning solution, then a thorough rinse with clear water, might help. To renew an oil-soaked floor Is next to impassible. Regular applications as above suggested may prove helpful. When starting on such a flooring, pre-test your cleaning materials on a small Inconspicuous area of the floor~
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m. What Caused This Floor Condition?
Too much water soaking is probably the reason tor the warping and cupping of the flooring illustrated abave. Constant cleaning with water, flooding the floor, saturates the wood. The surface of the flooring dries but moisture remains in the interior of the wood. The dry surface and moist interior results in an unequal fiber tension and the wood will warp in the direction of the dryer side. Proper sealing of the flooring will decrease its absorbent power and increase its resistance to moisture. Use as little water as possible. Never flood the floor with water. Sanding and sealing are necessary to recondition the flooring pictured. (8) When Varnish Peels.
When vamlsh peels or Icuffs off a flooring, it is usually because of an inadequate
adhesion of the varnish to the flooring. This Is generally the fault of improper application of the varnishor improper pteparotion of the flooring prior to applying the varnish. To recondition, clean the floor thoroughly. Then roughen the surface by a light, fast sanding or buffing with steel wool. This should remove that varnish which is merely lying on the surfac~ and not adhering to the flooring. Sweep clean and apply a coat of vamish to the clean, dry floor. Another method would be to completely saod the flooring, seal, and then wax for easier main,enance.
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(d). How Asphalt Tile is Damaged. (l) Why Did The Tile Become Rough and Pitted?
1fngIw or pIttI", of alphalt til. floorl", I. your warnl", that IOMnts have COllIe
in contact with the flooring. Oils, greases, or solvents will soften and mayeventually dissolve the tile. Rubber tiles will become rough and pitted If strong caustic cleaners are used. Use only neutral cleaners. Never use materials containing solvents. (2) Why Did The Tiles Curl?
It may have been caused t.y:
1. Use of strong soap. 2. Use of caustic or alkaline cleaning solutions. 3. Excessive use of water. 4. Flooding the floor so that water seeps between tiles and loosens them from the
floor. 5. Coating the floor with varnish or lacquer. Varnish will shrink and pull the top
surface of the tiles together. You can see from these examples how important it is for the custodian to know how to use the right kind of cleaning solution. It is also important to know how to use" . the ";ight amount and to apply it in such a manner that the floor covering is not damaged.
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. (e,) Care of Rubber Tile Floors. (l) Cleoning Rubber Tile Floors. Many cleaning and 'polishing agents wi II injure rubber til Custodial workers must
. use care to see that the right deaning materials are used. Any SUbstance, containing
oils, greases, caustic soaps, hydrocarbon solvents such as benzene or naptha, turpentine, or extremely hot water will be injurious ~o rubber tile.
Rubber tile floors should be swept to remove all loose dirt from'the floor. A mop should be dipped into a pail containing a neutral cleaning solution, removed and wrung out, and then used to mop a small section of the floor. The mop then should be dipped Info a second pall containing clear cold water and used over the section again ta remove all the cleaning solution left by the first mopping. This process should be continued until the entire area has been cleaned and the floor ready for the application of wax and polishing. Ammonia and synthetic soap materials may be used as the cleaning solution in the water for the first mopping. Too much water on the tile tends to wash away part of the material and in the long run causes disintegration of the tile. In some cases, dry buffing of the rubber surface tends to keep it
\
clean without freCluent washing and also gives the tile an attractive sheen. (2) Waxing.
Water emulsion type of wax should be used for rubber tile floors. The wax should be applied to a clean floor with a wax applicator in a very thin coat, allowed to dry for about 30 minutes, ~hen applied I,n a second thin coat and allowed to dry again for 30 minutes and buffed thoroughly. The wax should be applied inas thin a coat as possible to prevent streaking. Two coats should always be applied, but both should be .thin. Do not use a harsh buffer or buff too severely because the floor may be roughened.
Rubber tile is soft, and heavy furniture with small legs such as tables should be equipped with glides or shoes to p~evel'!t denting.
Rubber tile floors are wear resistivei but are subject to damage &om sunlight and . air which may oxidize the rubber. Spirit solvent waxes should never be used on
rubber tile floors.
Rubber tile floors may be swept with a floor brush with fibers 3 to 4 inches long or with a dry cotton mop. (f) Car. of Linoleum and Cork. Floors. Linoleum and cork floor coverings are sometimes used in schools. It is important that the custodian know how to clean and care for these properly if they are to last for a number.of .years.
Linoleum is made of oxidized linseed oil, fossil resin, and resin thoroughly mixed with ground cork and pigments, pressed on a burlap backing.
Cork tile Is made of cork curlings and era~ulated cork which is compressed In moulds and boked. Cork composition tile is like linoleum in that It has a smooth surface, but it is softer. It is more dense and less absorbent than untreated bottleship linoleum.

w-ith Linseed oil qUic!C1y',emulsifies when it comes into contact

a caustic' such :a~ lye, ,

washing soda, or trisodium phosphate. These c:~eaning agents should ~ever be us~ori

cork or linoleum floC)rs. A linoleum or cork lIoor will last for many years if propetly

laid and cared for, even though it may have hard traffic usqge. It may be destroyed I" a

few months if cau~tic cleaners ar, used on it. '

..

(1) Cleaning Linoleum and Cork FIQors.

These floors may be c;:leaned with a mop and water with a ne,utral soap in solution

although the water should be used sparingly. After applying the neutral solution to

. the floor a mop dipped in clear water should be used to rinse the soap solution from,

the surface of the tile. If the soap residue is not completely removed before waxing,

the wax may waterspot. Too much scrubbing of the floors will remove the necessary

linseed oil in the composition and leave the linoleum dry and brittle. The manufac-

turers report that a good cork or linoleum floor seldom wears out, but it may fre-

quently be wa.hed out. Too much ,water applied to the.e floor. will .eep down between

the tile. ther.by cau.ing the cement to loon and the cov.rlng to d.cay. If It I. k.pt

properly waxed, scrubbing IIdom nec.ssary.

(2) Waxing Linoleum and Cork Floor

Water emul.ion wax .hould be u.ed on the.e floor.. They are both re.ilient and If

too much wax i. ud, the rlllent and acou.tlcal propertl are reduced. The wax

should b.applied sparingly with a wax applicator, allowed to dry, and buffed with a

poli.hing machine. Wax.d floor. will outlast untreat.d tile floor

Since varni.h, lacqu.r, and .h.l1ac are un.uit.d to the fl.xlble character of linoleum or cork, th.... fini.hhould not be u.ed exc;:ept a. a la.t rort when th floor. are alr.ady damaged beyond repair.

When th floor. are badly.taln.d or dark.n.d to the .xt.nt that the n.utral .olutlon

will not remove the .pot., .teel wool may be ud, e.p.clally on Inlaid linoleum, to

remove the spots. First use a medium grade and then a fine grade ste.1 wool to remove

scratches.ltis best to do this st.el~wooling by the'dry,proces " .

.

'..

'."

.

(g) Cleaning and Caring for Concrete Floors.

Concrete is widely used in school buildings. A majority of th., sub-floor. are of concrete.

Concrete is composed of a mixture of rock aggregcite, sand and cement. Its quality is

determined by its composition, the mixture, curing, and finishing. Concrete floors should

be hardened and filled when first constructed. If it is not done when construeted, it may

be don. later.

On. method of hardening a concrete floor is to take a 30 to 40' per cent solution of sodium silicate and dilute it by adding one gallon of the solution to four gallons of water. B.fore using this solution, the floor should be thoroughly cleaned and scrubbed and allowed to dry for about three days. Apply the solution to the dry, clean floor with a mop or hair broom and brush over the floor for several minutes. Allow the floor to dry for 24 hour., then scrub it again using clean water. After it dries, apply the second application of the solution hI the same manner as the first. Three or four /:Jpplication. should be made in the same manner. After the floor is hardened, it should be mopped with clean water and then it is ready for the floor seal.

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The usual penetrating floor seals eire suitable for use on concrete floors. Where appearance i:, important, concrete finishes can be improved by the use of wax.
Continued scrubbing of concre~e floors with either an acid or caustic cleaner will ruin them. If they must be scrubbed often, a neutral soap in water s!;ould be used instead of a caustic cleaner. An occasional scrubbing with a caustic cleaner may be us~d to remove dirt and grease which isn't easily removttd with the neutral solution; how.ver, frequent use of this should be avoided. Caustic solutions cause salt crysta.ls to form in the concrete and, if the process is repeated, these crystals grow until great pressure is exert,ed which results in dusting and pitting.
These floors should be swept with a floor brush or a cotton mop brush. When necessary, they may be wet-mopped with clean water or a neutral solution. (h) Cleaning and Caring for Marble Floors. Marble has a composition similar to that of limestone and is subject to damage from acid, alkaline and abrasive cleaners. Maintenance of marble floors is important but quite simple. Cleaners that contain alkali should not be used. If a solution of trisodium phosphate or sodium carbonate is used, the ~alts penetrate the marble and form sart crystals in the pores. These grow in size as the process is repeated until the pressure causes dusting and pittins of the marble. Acids, even in such weak solutions as oxalic acid, dissolve the marble and should not be used in cleaning. They destroy the polish and cause a dull rough finish.
Marble should be cleaned with a mop and neutral soap solution. After the cleaning solution is used, the surface should be thoroughly washed with clean water to remove any soap residue. Marble floors should be swept with a floor brush or a cotton mop to remove loose dirt. They may be mopped with clean water as needed. (i) Cleaning and Caring for Terrazzo Floors. Terrazzo floors are the most attractive of all artificial masonry floors. They are used frequently In corridors, toilets, and lobbies. Since terrazzo is composed of so much marble surface, the same kind of cleaning agents which damage marble will also ruin terrazzo floors. (1) Sealing Terrazzo Floors.
A seal may be used as a special treatment for terrazzo floors to prevent fixed stains and disintegration. Terrazzo floor surface consists of marble chips imbedded in a matrix of cement which is ther. ground to a smooth, even finish. Tiny holes in the
finished floor, if not sealed, may absorb materials in solution form and salt crystals
will develop over a period of repeated cleanings which cause the surface to disintegrate. If a clean terrazzo floor is properly sealed, these holes are filled and less damage will occur. Special water-white penetrating seals can be used for finishing the terrazzo floor. Terrazzo cannot absorb any great amount of seal; therefore, applications must be very thin and time allowed for it to dry before a second coat is applied. Wiping'on the seal with a cloth is probably the best way to apply the seal. A day for drying should be allowed between each application. (2) Cleaning Terrazzo Floors. When terrazzo floors are scrubbed, a neutral cleaning agent should be used. The floor must be rinsed after each washing with the neutral solution to prevent it from
42

becoming slippery. Clean terrazzo is not slippery. Surface films such as wax, water, oil, and dried dirty water solutions are common causes of slipperiness.
Terrazzo floors may be dry cleaned by using a floor brush or a cotton mop. They may be wet-mopped with clean water to remove dirt that wil,l not brush off in sweeping.
Sweeping compounds that contain oil should never be used on terrazzo floors. The
oil will penetrate and permanently discolor the floor. (3) Don'ts in Maintaining Terrazzo and Marble. Floors.
1. Never use an acid for cleaning. It will destroy polish and result in a "Burn," disintegration and discoloration.
2. Do not try to clean with dirty water and dirty utensils. 3. Scouring bricks and harsh abrasives will destroy polish and mar smooth finishes. 4. Do not use bar, powder or liquid soaps, lye or caustic cleaners. If these are used
with hard water, they form insoluble deposits on the surface of the marble and discolor it and are hard to wash off. They also cause it to be slippery. (j) Cleaning and Caring for Ceramic or Glazed Tile Floors. There are several types of tile in use. Some of them have be~tn used for years in some areas of school buildings. Because they are so easy to clean and are resistant to uric acid, they have been used to a considerable extent in toilet areas and shower rooms. They are also used in entrance ways, lobbies, and in corridors.
Ceramic tile provides a hard, impervious surface. It comes in colors and makes an attractive floor or wall. It usually comes in small blocks as squares, rectangles, or hexagonal shapes with special pieces for base, corner, and top strips.
Red quarry and baked clay tile comes in larger units in various shapes. It is used for floors in kitchens, dining areas, entrance ways, storage rooms, laboratories, and other places where scrubbing and washing the floors must be done frequently.
Glazed tile building units are now often used for the wainscot in hallways, toilets, kitchens, and dining areas. They are not easily soiled and can be cleaned easily. They do not require painting and the maintenance cost is reduced by their use. They do not absorb odors as concrete blocks do and can be kept better.
Plastic tile is cheaper and has a good appearance; it is being used instead of ceramic tile in some instances to reduce cost. It has most of the good qualities of ceramic tile except that it does not have the reputation for as good a lasting quality.
Tile floors are usually installed on a concrete sub-floor with grouting or cement. The common weak point in tile floors is the seam or joint. If the grouting or binder gives way, the tile becomes loose. Although the tile surfaces resist the effects of ordinary cleaning compounds, the grouting is subject to their action; thus, caustic or acid solutions should not be used on the floors. They may be cleaned with a neutral soap solution. After applying the soap solution for scrubbing and cleaning, the floor should be thoroughly rinsed to remove all the soap residue.

Tile floors are easier to sweep with a floor brush which will remove the dirt from the grout . between the tiles. Mopping with clean water is the manner of cleaning tile floors mos't often used.
Some types of tile floors can be Improved by the use of a sealer which brightens the tile and prevents stains. This is particularly true of a porous tile, such as clay tiles. 2. Cleaning and Maintenance of Chalkboards. Inspections recently made in many schools in Georgia confirm the fact that chalkboards are frequently damaged by improper cleaning methods. Teachers and custodians need to learn proper methods of cleaning chalkboards and see that they are cleaned in a manner that does not shorten the life of the board. (a) "Breaking-In" the New Chalkboard~
Before writing on a new chalkboard, the writing surface should be properly "broken-in".
0' Follow these instructions:
(1) With the side a piece of crayon, chalk the entire surface. Avoid chalk with a glazed surface. Large diameter chalk Is easy to use.
(2) Work the chalk into the writing surface. Use a good quality felt eraser for this purpose.
(3) Repeat steps No. 1 and No.2. (4) Clean the board with a dry, first-quality chamois, or a soft, loosely knit cotton
cloth. Never wash the chalk chamois for use on a chalkboard - just shake the. dust out of it. (5) Do not leave the chalk on the chalkboard overnight. Clean the boards each day. (b) Does Your Chalkboard Shine and Glare? A good chalkboard should have a velvety surface, free of shine and glare. A good chalkboard is not entirely smooth. It has minute peaks and valleys which give the board its bite. Shine and glare may be due to: (1) Foreign matter on the surface, such as oil left by an Improper cleaning agent or a wrong kind of eraser. (2) The chalkboard surface may have been improperly processed in being made. (3) An Inferior grade of chalk may cause it to shine by building up a ceramic-like glaze. (4) Repeated washing of the chalkboard may cause shine. Water will dissolve the chalk binder and form a .gluey poste which fills the valleys in the chalkboard surface. This destrays the "Bite'" of the board and it no longer takes a good chalk mark and will shine and glare . (c) Oil is Death to a Chalkboard. (1) Oil and chalk do not mix. Oil accumulated on a chalkboard causes the chalk to glide over the surface leaving little or no mark. (2) Prepared chalkboard cleaning fluids often contain oil and should not be used. (3) Cleaning cloths that have been used in polishing furniture may contain some oil and should not be used. (4) A chamois skin that has been used with oil should not be used to clean a chalkboard.

(S) Hair oil left on the chalkboard when a child rests his hea.d against the board will damage the writing surface.
A safe rule is to avoid the use of all oil and cleaning agents wh~n cleaning chalkboards. (d) Is Your Chalkboard Dusty? If your chalkboard is dusty, it shows that you are using an inferior grade of chalk or that you are not properly caring for your erasers, chalkboard and crayon trough.
Chalkboards should be erased at the end of each day and the chalk dust removed from the chalk rail. If the chalk rail and the erasers are not cleaned daily, there will be chalk dust every time the erasers are used.
Certain chalks are excessively dusty. Chalk sticks which are molded have air spaces, break easily, and are dusty.
Chalk sticks which are extruded have less air spaces, make less dust, and spend much more slowly. One stick of good chalk may last as long as three sticks of inferior crayon.
Part of the dust problem can be solved by using the best quality crayon. (e) Use of Colored Chalk.
Most colored chalks smudge the chalkboard and often leave ghost marks which cannot be erased.
Art chalk in pastel colors is made for use on paper and not on chalkboards. It has qualities of easy blending, intense coloring and surface adhesion which make it hard to erase.
Wax crayons should not be used on chalkboards.
Chalkboard chalk is made for writing on chalkboards and may be used. It is available in colors. The colors may not be as intense as the art crayons, but it can be erased.
Minor discolorCitions can be removed by use of druggists pumice, but if this is used often, the surface of the chalkboard is ruined. The pumice can be rubbed gently on the discolored spot with a damp cloth. After removal, the spot needs breaking in again. (f) For aest Results Dry Clean Chalkboards. Avoid all chemicals, prepared cleaners, and chemically treated cloths. Do not use oil in any form if you would protect the writing surface. Use no liquids.
To dry clean the chalkboard, simply erase with a clean felt eraser and then wipe with a soft cloth, dry chamois, or suede leather.
Water applied to a chalkboard when there is chalk on it gives the chalkboard a very untidy appearance. Each water treatment given the writing surface is paving the way for future chalkboard trouble.
Chalkboards should be erased carefully at the end of each school day. The chalk rails should be cleaned each day. The erasers which are used much each day should be cleaned daily.
45

3. Cleaning and Care of Toilet Facilities. The most important area in any school plant that needs good housekeeping is the toilet area. This area is the most used of any area its size and from a health standpoint it is the most vital. The housekeeping in this area also reflects the morals, attitudes, and interest of the principal, teachers, and students. (a) Cleaning of Toilet Roo.ms. The cleaning of toilet rooms is one of the most important jobs of the custodial staff. (1) Dirty toilets tend to build ill will for the lSchool and the janitorial staff. (2) Dirty toilet rooms are the source of bad odors In the school building. (3) Dirty toilet rooms tend to encourage me..lne.., mischief, and vandalism on the part of students. (4) Clean toilet rooms encourage high standards of cleanliness In other parts ofthe school. (5) Clean toilet rooms are signs of decency. (6) Clean toilet rooms promote good health of pupils. (7) Some people judge the efficiency of the janitorial staff by the condition of the toilets. (8) Properly maintained toilet rooms do not present a serious problem. (b) Toilet Sources of Bad Odors. Most of the bad odors come from four sources: (1) Soi led toilet stools. (2) Soiled and stained floors, particularly concrete and terrazzo. (3) Soiled urinals, particularly urinal traps. (4) Soiled wainscot and partition materials of certain types. There are two ways to combat bad odors: (1) Provide proper ventilation to remove polluted air. (2) Remove the sources of the odors. Deodorants will not do the job. They merely provide another odor to mask the bad odor which is still present so far as a danger to health is concerned. (c) Cleaning of Toilet Room Fixtures. Two types of toi let room fixtures are: (1) Vitreous china. (2) Enameled iron. These can be damaged by using the wrong type of cleaning agent.
Cleaning agents most frequently used are: (1) Soap. (2) Some type of alkali detergent. (3) A scouring powder. (4) A combination of these.
An alkali such as trisodium phosphate has a special value in dissolving greasy, oily dirt which then can be washed away with rubbing and rinsing.
A scouring powder with a coarse and sharp abrasive will clean, but it will damage vitreous china and enameled iron fixtures. Care must be used in selecting an abrasive

that is not too coarse and sharp. If it i!l toe soft and fine, it will not polish. An abrasive must be used that will not destroy the glazed finish. (1) Cleaning the Toilet Bowl.
Seat and Cover. The toilet seat and cover may become cracked,. chipped, and pitted. Rough treatment is responsible but lack of proper maintenance procedures is the reason for the rough treatment. A clean toilet receives better care from patrons. A dirty, uncared for toilet invites continuous costly misuse. Cracks and pits in toilet seats provide excellent breeding grounds for the growth of bacteria. Such seats should be replaced with new ones. All toi let seats should be washed at least once a day with hot water and neutral cleaner. An odorless disinfectant should be included in the cleaning solution. Rinse thoroughly. Wipe dry and leave both seat and cover up to facilitate complete drying. The Toilet Rim. The rim of the toi let must be cleaned frequently qnd guarded against rough treatment. Strikingof buckets and pails ag~inst rim while emptyin~ will cause damage. Also, screws of wom bumpers will scratch and discolor the rim at their paints of contact, providing additional breeding places for bacteria. Replace worn seat bumpers as soon as discovered. If the top rim of a toilet is dirty and uncared for, the underpart of the rim will certainly be in. very bad condition. The uncared for under rim of the bowl is the chief starting point of stains and odors. Encrustations also plug up the flush holes and prevent complete flushing. Daily brushing under the rim is necessary to prevent accumulation. of filth.
47

c
.TH-E LETTERS ON THIS DIAG~ INDICATE THE IMPORTANT .PLACES ON THE TOILET FIXTURE THAT Nt;ED SPECIAL ATTENTION IN THE CLEANING PROCESS:

Brushes similar to the two below aredesigned for cleaning under the rim of'the toilet bowls and should be provided the custodian in every school. Bowl Brush. Used to clean toilet bowls.
Upper row of p1aatlc briItl.. clecral Wlder rim.

Double lower row 01 plClltlc b r II t Ie I for ;.1WCIl clecmiDg.

...
SpoDge rubber hecrd boldl lolutloa CIIIcl 8COUI'I cleaD.

The Long life Pure Rubber Sponge will lalt for year. with normal use.
Toilet Bowl Brushes. The under rim of a toilet bowl can be cleaned with a brush which is specially made for the purpose. Every janitor should be provided with this tool.

Two-WIIT Hodel. CI_t Bruh cI_ bowl and a110 the rim where the odor lodpe. A "17 elflclent brush for the IIUrpojIC. Hade of Palmetto fibre with BaI8lne rim brush. Brush part 7"'x/i"'. 19'" over.aJl. A modern brush for
e - - - modern cleanln
_.Hodel No. .. A medium Priced Toilet Bowl
Brush. Made of white fibre. Head 4"'x/i"'. larp handle. 21'" over-all. Doubly wound with rustproof wire. Heavy end where principal wear

49

Metal Parts and Rubber Bumpers. A great mistake is made if metal parts of the toilet are not included in the cleaning program. Dirty hinges, flush handle, pipes, screws and bolts, take away the beauty of an otherwise clean toilet.
Between the hinges, ar~und the dirty floor bolts, etc., are excellent breeding places for bacteria. Dirt and dust collect on these metal parts and discoloration and odors quickly follow. Patience is required to bring back the shine and sparkle of dirty metal parts. Once cleaned and shiny, they are easily maintained by daily wiping and once a week polishing.
Note: Flammable polishes and cleaners ~re dangerous since static el~ctrlcity may be generated when rubbing metal parts. The Toilet Bowl (Inside and Outside). Toilet bowls frequently become stained and water lined. In many parts of the country, mineral hardness of the water is responsible for this. But, everywhere, the condition can be prevented by thorough daily cleaning.
A carefully selected bowl cleaner will help remove stains already present. Daily cleaning with a mild cleaner and odorless disinfectant will help prevent further staining.
All of the outside of the toilet must be cleaned daily, front, side and rear. Hit or miss cleaning techniques always "Miss" the back of the outside bowl. The hidden rear area, an important source of odors, must be specifically included in your cleaning plan or it will offset the good of your effort. Flush Tank. The flush tank is often the cause for stains which occur in the toi let bowl. Ve, y often, the only time the flush tank of a toilet is examined is when some plumbing breakdown occurs. For a clean, sanitary toilet, however, it is necessary that the flush tank be checked regularly.
Once a week the flush tank should be cleaned by turning off the water going into the tank, flushing, and then wiping the bottom and sides with brush and mild cleaning solution. Turn the water on, wait till the tank fills, then brush to rinse, flush once more. Passage and Trap. Uncleaned passages and traps can be the start of plumbing troubles.
Encrustations and filth collecting in the passage and trap are the worst sources of odors.
Harsh acting cleaners are sometimes necessary to remove encrustations but once cleaned, the trap and passage may be maintained very easily by merely wiping daily with soft brush or cloth. (2) Floor Area Around Toilet. The final step in every .toilet cleaning operation should be the cleaning and drying
50

of the floor area around the base of the toi let bowl. Damage to the floor area, the hazard of users slipping; odor development, bacteria, and also attraction of insects and rodents are some of the results to be expected if the floor area is not clean' and dry at all times. Porous floorings (wood, cement, etc.) should be properly sealed. If a tile flooring has been set.around the base of the toilet, be sure there is a proper seal between the J:.ase and the tiles immediately surrounding the bose. (3) Cleaning Washbowls. The bowl should be wet and then sprinkled with a little tri-sodium phosphate. It should then be rubbed with a wet cloth until the dirt is loosened. It should be rinsed thoroughly to remove all soap.
A good homemade cleaning paste can be made from: 1 quart of 40% liquid hand soap. 3 pints of hot water. 1 pound of trisodium phosphate.
5 pounds of mild abrasive scouring powder.
Dissolve the trisodium phosphate in hot water. ~Aix the liquid soap with the hot water solution. Slowly pour the liquid mixture into the scouring powder. As the mixture cools, it will form a paste. This' type of paste can do everything that is required in normal cleaning. (4) Care of Soap Dispensers. Loose bar soap is not generally used in toil.t rooms. Liquid lOOp dispensers
should be used. These should be cleaned daily. If not cleaned daily, there is a
tendency for th.em to become clogged.
Soap dispensers should be filled before school each day and checked during the day to keep a supply of soap for hand washing.
For normal hand washing purposes, a liquid soap with a maximum of 15% solid content should be heavy enough. If a 40% soap solution is purchased, it should be diluted with water at the rate of 2 parts water to one part of the 40% soap solution for use in the dispenser. This will make a soap solution with about 13% solid content, which is acceptable. (5) Paper Towels. Some means for drying the hands should be provided in aU rest rooms. Some schools use electric warm air dryers, which eliminate the use of paper towels.
If an electric warm air dryer is not provided, paper towels should be provided. A dispenser that controls to some extent removing the towels will help prevent waste. An appropriate dispenser should be provided and it is the duty of the custodian to keep the dispensers supplied with towels. 4. Dusting. The furniture will need dusting in the classrooms daily. This can usually best be done in the morning before the children and teachers arrive. The feather duster is out of date because it merely spreads the dust to settle again after the dusting. A treated dlut mop
51

with a short handle or a treated dust cloth can be used for dusting furniture. If a cloth is used, it may be folded several times so that during the dusting procedure it may be unfolded to have deem areas to use until it has absorbed as much dust as possible, and then it can be taken to the waste container and the dirt shaken out.
The students' desks, teacher's desk, window sills, and any other flat, exposed areas should be included in the dusting. S. Cleaning Windows and Other Glass in School Plants. The glass in windows, doors, transoms, view panels, di splay cases, mirrors, sky-I ights, and picture frames should be kept clean for two reasons: to let in more Iight and for appearance,
The frequency of cleaning each type of glass will depend on the conditions which may result in soiling. Usually the inside of windows needs cleaning more often than the outside. The ideal standard of service for both inside and outside of windows is for cleaning once each month. These are places where students put their hands on the glass as they use the doors or pass near the glass in view panels and display cases. In cleaning glass, care must be exercised to prevent breaking the seal of the putty or paint. When the seal is broken, water seeps behind the putty and damages the frame in which the glass is set. (a) Tools Needed for Cleaning Glass.
A safety ladder of good strength and of a sufficient height to reach the tops of windows from the ground level is needed for outside cleaning as well as for inside cleaning from the floor level. The ladder should have a place to set the pail of water.
A window jack is needed for cleaning the outside of windows above the second story level. Diagrams are shown in sales catalogues.
A cloth for washing and one for drying are needed. The cloth should be of suitable material and of sufficient size. It should hold a considerable amount of water and should be of such weave as to have a mild abrasive effect whi Ie di ssolving the soil on the glass. It should be of a material that rinses easily. A tightly woven cloth is not satisfactory. Cheese cloth and turkish towels are sometimes used but they sometimes leave lint on the glass.
Chamois skin is a good material for use in drying the glass after washing. The chamois skin can be ruined, however, by being washed in a strong alkaline solution.
A good quality natural sponge is a good tool for washing glass. It will hold a considerable amount of water and is easily squeezed dry.
A razor blade and holder is used to remove paint and hard residues from glass. A good small brush may be used for removing loose dirt from the glass before applying the water with a cloth.
A squeegee is often used, especially for large areas of glass on the outside of the building. It has the disadvantage, however, of allowing much water to fall down onto the cross panels of the window frame and on the windowsills. It is difficult to use inside for this reason.
52

(b) Cleaning Agents for Use on Gloss.

Soap, powdered scouring materials, and kerosene are not suitable for c1eaning 9 Iass.

Some of them leave a film and others are difficult to remove after cleaning.

Water

.
IS

the chief cleaning agent for use on glass. Ammonia may be used to soften the water

but because of its odor may be disagreeable to the worker.

One teaspoonful of trisodium phosphate or soda ash added to one gallon of water will aid in loosening dirt. It should not be used in a stronger solution than this because it tends to destroy varnish or enamel finishes.

Alcohol may be added to water to make a satisfactory cleaning agent. Most commercial glass cleaning a~ents consist largely of water with alcohol added. The alcohol aids in loosening dirt and evaporates without leaving a film or residue. A good cleaning solution can be prepared by adding one part of isopropyl alcohol with four parts water. (c) Safety Measures in Cleaning Windows. ~~any accidents have occurred in the cleaning of outside windows on tall buildings. Cleaning outside windows without a window jack or a scaffold lowered from the roof is dangerous. One should never stand on the window ledge and hold on to the sash while cleaning the outside of a window.

The window jack should have a safe way of being fastened to the window sill before an attempt is made to get on it outside the window.

The safety ladder should be used inside. It is a bad practice to stand on desks, tables, or chairs whi Ie cleaning the inside of windows. On tall buildings, the worker should also use a safety belt as added protection. (d) Cleaning Glass Blocks. Glass blocks are often used in skylights and sometimes in sections of the wall. The surface of glass blocks is not so smooth as that of window glass, but it will soil and should be cleaned occasionally. A brush is used in cleaning these. They may be dried with a soft dry cloth or chamois skin. (e) Picture Frame Glass. Care must be used in cleaning glass over pictures or else the water will enter the frame and ruin the picture. A damp cloth with little or no surplus water should be used to prevent damage to the picture. (f) Light Fixtures. Cleaning of light fixtures is an important duty of the custodian. The accumulation of dust on light fixtures may reduce the amount of light in the room by as much as 25%. The fixtures should be cleaned two or three times during the school year. D. Fire Prevention and Control. There have been many tragedies resulting in death to school children and school employees. Everyone connected with a school program must be alert to prevent fire hazards. The school custodian is the most important school employee when it comes to recognizing, removing, and preventing conditions which may cause a fire or other hazards on the school site.

53

1,. Fire Prevention Suggestions. (1) Destroy oily rags when not in use. Do not store in unventilated places. They create a fire hazard. (2) Do not permit storage of paper supplies, waste paper, waxes,' oils, paints, or supplies in a boiler room. (3) Do not store costumes or decorating materials where they create a fire hazard. (4) Do not store combustible materials in the attic. (5) Do not have storage places under stairs. (6) Extreme caution should be used when lighting gas furnaces in heating systems. (7) See that boilers are kept in good repair and that water levels are maintained within safe limits to prevent explosions. (8) Never store ashes in wooden vessels. (9) When ashes are removed from the furnace, they should be carried out of the boi ler room and properly di sposed of at once to prevent a fire hazard.
(10) Chimneys and flues should be inspected frequently to prevent fires. (1l) Steam, hot water, and hot air pipes and ducts should be inspected and kept in good
repair. When near combustible materials, they must be insulated. (12) Motors and other machinery should be kept clean and free from surplus grease and
dirt which may cause fires. (13) All light switches, outlets, and connections should be checked and kept in good .
repair. (14) All electrical appliances used in the building should be kept in good repair including
extension cords used with the equipment. (15) Use only approved extension cords. (16) Do not overload the electrical circuits. Use the proper size fuses and controls on
electrical circuits. (17) The custodian should be asked to make a report on fire hazards and see that they are
removed. (18) See that personnel know haw to use a fire extinguisher. (19) Metal containers should be used for waste in agriculture shops, industrial arts rooms,
and other areas where much waste material is to be discarded. This waste material should be carried out and emptied daily. (20) Flammable lamp shades should not be used in a school. (21) Chemicals in laboratories should be handled with care and properly stored in ventilated cabinets or storage rooms. (22) Home economics and lunchroom personnel should be trained in fire prevention since many fires have started in these two se~tions of school buildings. (23) Stop cocks on gas lines should be on metal pipes and not on rubber tubes. (24) Do not allow leaves and trash to accumulate on roofs. (25) Student lockers and teachers' storage cabinets should be cleaned out frequently to prevent fire hazards. (26) Fire extinguishers should be recharg~ according to the manufacturer's instructions. It would be a good idea to have the custodian make reports annually showing dates that they were recharged. (27) Smoking in school buildings should be prohibited or carefully regulated.

(28) Waste paper should not be burned inside the building, including boHer room.

(29) Fire extinguishers should be located in the boiler room, kitchen, home economics

room, laboratories, and available to other sections of the building.

(30) Fire drills should be conducted at least one time each month, and children should

be taught to report fire hazards.

2. Cause of School Fires.

Percent of 1,116 fires caused by the following: .

Heating defects

18.0%

Misuse of electricity

:

17.0

Smoking and matches

12.1

Oily rags and materials

~

10.3

Faulty equipment

10.0

Arson

8.8

Defective chimn eys or flues

6.4

Improper rubbish disposal

5.0

Carele.sness with inflammables

4.9

3. School Building Hot Spots.

Percentage of 613 fires having their origin in these areas.

Classrooms

7.5%

Basements

14.2

Workshops, laboratories

8~6

Auditorium, gymnasiums

8.3

Closets, store rooll1s

,......................................... 7.2

Roofs

7.8

Kitchens

2.4

Attics - roof spaces

3.6

Yards

2.6

Outside building

1.8

4. Classes of Fires. Class A: Wood, paper, textiles and rubbish. Class B: Gasoline, oil, greases, flammable liquids, such as ether, acetone, and alcohol. Class C: Electrical machinery. Class D: Automobiles, tank and trailer trucks.

5. Types of Fire Extinguisher to Use on Each Class Fire:

Type

(a) Chemical solution (soda-acid)

(b) Carbon dioxide

(c) Dry chemical

"

~

(d) Clear water (under pressure)

(e) Foam

(f) Anti-freeze (under pressure)

Class Fire A
B-C- D B-C- D
A A- B A- B

55

6. Soda-Acid Extinguisher.

1. To operate, turn bottum up and direct stream on fire.
2. Use only on cIlJSS Afires.
3. It will spread flammable liquid fires. 4. It wi II freeze. 5. Duration of di scharge 60 seconds. 6. Range of stream 30-40 feet. 7. Recharge annually.

S.etional uUw showing inn., eorul,u,ti". of Soda-Aeid Extinguish.,. 7. Carbon Dioxide Extinguisher.

1. To operate, squeeze handle and direct discharge of gas an~ snow on fire.
2. Duration of discharge 12 to 25 seconds. 3. Not subject to freezing. 4. Range 6 - 8 feet 5. Discharge is non-conductor and has no
wetting, no solvent effect and leaves no residue.

8. Dry Chemical Extinguisher.

1. To operate squeeze lever and direct hose on flame.
2. Not subject to freezing. 3. Is non-conductor, has no wetting and no
solvent effect. 4. Ideal for flammable liquid fires. 5. It operates from stored air pressure. 6. Range 15 - 20 feet. 7. Duration of discharge 11 to 60 seconds.

56

IV. Heating Equipment. In some schools the custodian is responsible for the heat in the school. It is important that he know how to fire the boiler if coal is used and to check and adjust the controls and keep pumps, stokers, and other mechanical equipment in good repair and in operating condition. The custodian who has this responsibility should secure the descriptive literature on the kind of equipment in the school and learn how to do the job efficiently. A. Types of Heating Systems. Systems may be classified according to methods of heating. Each may be combined with means for ventilation in various ways. Georgia has no requirements with respect to types of systems. Accordingly, engineers and administrators of school construction are free to analyze and choose kinds of systems. The possible combinations of such systems are extremely numerous. A discussion of those encountered most often will follow. 1. Direct Radiation. This type of heating includes cast-iron radiators, cast-iron or nonferrous convectors, and continuous finned-pipe heating elements. The radiation should extend the full length of the outside or window walls and the full width of high windows used in cross-lighted designs. Control is obtained by manual valves, by individual automatic control valves for each room, or by an automatic valve or valves controlling zones of the system according to exposure.
Direct radiation may be used with natural ventilation, natural ventilation with gravity exhaust, and natural ventilation with mechanical exhaust. It is designed for the warm-up load and to provide a warm curtain of rising air to mix with the incoming cold air to temper it. However, it is inadequate for this purpose, because heating requirements are satisfied at relatively low outdoor temperatures as soon as classrooms are occupied and lighted. The system requires the teacher to adjust openings for ventilation. Installation costs can be relatively low. 2. Electric Heating. This consists of electrical heating elements in baseboard type of radiation extending the full length of the window walls, electric ceiling plaster. Control of heating is automatic by means of individual room thermostats. Any ventilating system can be combined with electrical heating, much as discussed under Direct Radiation. Electrical heating has the same shortcomings as direct radiation; namely, that when classrooms are occupied and lighted, heat is not available for counteracting downdrafts at windows. The system requires the teacher to adjust openings for ventilation. Generally, the cost of energy will be considerably higher than with :systems using fossil fuels. Initial costs can be among the lowest. 3. Panel Heating. Floor panel heating is adaptable to the slab-on-ground type and to the open-corridor type of school, particularly in the warmer climates. The floor system lends itself well to individual room control, although zone control, including several rooms of the same exposure in the same zone, is practicable. Floor panel heating systems are adaptable in areas having design temperatures down to 0 0 F. Since the requirement for heating is materially reduced when the spaces are occupied and lighted, the panels should be constructed to have minimum mass and thus minimum storage effect. This is accomplished by using a slab, only sufficiently thick to enclose the tubing or piping, underlaid by a slab of insulating concrete. Even with light
57

concrete panels, there is enough storage effect to cause overheating after W(lrm-up and to make it difficult to follow rapidly changing loads. Any of the types of ventilating systems already discussed maybe combined with panel heating systems. However, the panel heating system cannot be effective in combating the natural condition of downdrafts at the windows. The system requires the teacher to adjust openings for ventilation. The panel system is well adapted for use in primary classrooms with slab-on-ground floor construction, where students spend much time on the floor. 4. Central Indirect Air Systems. In these systems, air is supplied for ventilation and heating. At a central point or points, outdoor ventilation air and recirculation air is mixed and heated by automatically controlled steam or hot water coils. Gravity or mechanical exhaust is coordinated with the air supply system. The central system can be arranged to recirculate air from window sills to intercept the flow of uncontrolled cold window drafts into the classroom. Such returns are fully effective only if the openings are located in the window sills; if located below the sills, the natural air currents will not be intercepted. There are many variations of the system. Air supply may be controlled by zones of similar occupancy and identical orientation. Individually controlled booster or reheat coils may be located within ducts leading to each of the spaces. Individual room control may also be provided by a double duct system, equipped with mixing dampers for each room located within a short distance ahead of the supply grilles or diffusers serving the room. Central air conditioning can be included. 5. Spl it Systems. The central indirect air systems may be combined with direct radiation or convection units described in the previous section, Direct Radiation. In this combination, air may be supplied by the ventilating system at constant temperature, usually SSo F, when the outdoor temperature is less than SSo F. In this case, direct radiation may be designed to take care of the building heat loss. In order to prevent window drafts, the temperature of the ventilation air should be controlled to require operation of the direct radiation when the outdoor temperature is below Sso F. The direct radiation is controlled by automatic valves operated by a room thermostat for the individual room and essentially provides reheat as required. These systems have wide flexibility but are usually higher in first cost than central indirect systems. 6. Central Direct-fired Systems. These systems are forced circulation warm air furnace systems. They may be arranged for single or double duct air distribution, as discussed under Central Indirect Air Systems. They are usually installed with zone co~trols and arranged to permit use of any desired proportion of outdoor air during periods of space occupancy. Mechanical cooling may be obtained by installation of cooling coils in the main supply ducts. 7. Unit Ventilators. Unit ventilators are used in classrooms to provide heating, controlled ventilation and cooling, using outdoor air as the cooling medium. Auditorium unit ventilators are used in large rooms such as auditoriums, gymnasiums, and large lecture rooms. Classroom unit ventilators are often combined with matching storage cabinets or may be combined with ducts extending the full length of the windows and arranged either to discharge air upward along the window sills or withdraw air at the windows. In order to effectively intercept natural downdrafts, the return grills must be located with the top of the unit at the level
58

of the window sill. Classroom unit ventilators may also be combined .with extended finnedpipe radiation at the window sills to combat cold window downdrafts. EI~ctrical unit ventilators are also av~i1able. Unit ventilators using hot water for heating and chilled water for cooling are used for school buildings where year-round use is contemplated or where warm fall or spring seasons warrant the installation o{ air conditioning equipment. The noise level of the u~it ventilators under the operating conditions of the installation should be considered. These systems have a high degree offlexibility. 8. Unit Conditioners. Unit conditioners are essentially the same as unit ventilators, discussed above, except that the cabinets contain refrigeration equipment, a direct-expansion coil, and a steam or hot water coil piped from the central boiler source. Noise levels of unit conditioners are generally somewhat greater than those of unit ventilators. B. Automatic Control. Discussion of automatic control will be limited to general factors peculiar to school systems, and their effect on control or the need for it.
Automatic temperature control equipment is justified in school systems because manual control will not maintain the temperature or environment within desirable limits.
Automatic control, made an integral part of the system design, can reduce the initial cost of the mechanical installation. Examples of this type of control include warm-up clocks or low-limit thermostats, which prevent the use of outdoor air until the building has been heated for a set period of time, or until a minimum space temperature is reached. Such controls permit selection of the minimum size of equipment such as boilers, furnaces, burners, coils, piping, etc., having the least excess capacity for warm-up periods accomplish a similar result.
Controls which reduce the man-hours of attendance at the heating plant or reduce fuel costs, can reduce operating costs. Time clocks, relays, temperature and pressure control, which allow the starting of the heating plant without the presence of supervising personnel, are included in this category, together with controls to reduce the use of outdoor air d~ring warm-up periods.
Where fans and extended s'dace coils are used to maintain the temperature in an occupied space having outside exposure, it is not possible to control the capacity of the equipment manually without producing alternately high and low space temperatures because of the rapid changes in the load due to shifting occupancy, variation in solar intensity, and wind variation in speed or direction, and the relatively high capacity of this type of equipment. Where occupancy is particularly dense, the changes in load due to changes in occupancy alone are enough to make proper automatic control necessary in order to maintain space temperatures within acceptable limits. This applies to a large percentage of the spaces in a school building.
There are many other factors or conditions that make proper automatic control necessary in order to achieve acceptable environmental conditions. Those already discussed illustrate some basic considerations in applying temperature control to mechanical systems for schools. C. Operation. The proper method of operation of a system depends upon its design and the automatic control applied to it and will vary with each individual system. To assure good operation, adequate written instructions should be prepared and made readily available to the operating personnel.
59

A copy should be placed in a secure depository to assure its preservation in good condition during the life of the building.
The operating personnel should be thoroughly instructed regarding. proper operation of the equipmentupon completion of the installation. Someone having authority in the school administration, in addition to the operating ~rsonnel, should be instructed in the operating characteristics of the system, not only to assure that a change in the operating personnel does not result in the loss of knowledge required for proper operation, but also to assure that the operating personnel adheres to the instructions.
It is seldom that the personnel in charge of the operation of a school system has the training particularly applicable to the characteristics of a mechanical equipment or the automatic control applied to it. Therefore, it is essential that this type of operating personnel be made to understand the exact limits that must be observed in adjustment and operation of the system. Where temperature control is applied for control to a system, it must be realized that any instrument used for control purpose is of necessity very sensitive to any change or adjustment made in the setting of the instrument. Therefore, it is necessary that only personnel fully trained in the p~~per handling of the instruments should make adjustments other than those expressly designated as proper for the operating personnel.
When systems are installed and designed on the basis of natural or gravity ventilatioli, the teachers or person in charge of the individual room or space must perform the functions of adjusting window openings or ventilator settings to provide the conditions of comfort and proper environment in the space. To accomplish efficient operation of the system and maintain a suitable environment, it is necessary that these people be instructed in cetail regarding the techniques necessary to achieve the proper environment. It is necessary that the administrative authorities supervise the maintenance of such conditions by periodic checks on the efficiency of the people responsible for the spoces. D. Maintenance of Mechanical Systems.. The proper maintenance of a mechanical system will result in a minimuniof repair and the extended life of the system equipment. As is the case with operating instructions, it is essential that written instructions for the maintenance of the system be prepared and given to the owner when the system is completed and placed in his charge. These instructions should include detailed information on the lubrication and care of each item of equipment. A schedule showing items of maintenance to be performed for each month of the year should be prepared.
Name plates and identification for each valve and item of equipment should be prepared. Manufacturers' catalogues and parts lists for the equipment should be placed in a secure depository, together with the operating instructions.
A list of the proper service agencies should be prepared cind placed in the hands of the operating personnel. Any changes in service agencies should be recorded for the benefit of the administration as well as the operating personnel.
Grounds. It is highly desirable for the grounds around the school plants to be properly paved, developed, landscaped, and maintained. The paved and grassed areas reduce the cost of maintenance within the
60

building. Beautification promotes community pride. Landscaping helps prevent erosions and also increases the value of the property. The proper planning of the diHerent areas adds to the safety of the children. A. Areas.
1. Drives, Walks, and Areas Around the Entrances to the Building. When possible these areets need either to be paved or hard surfac~d. Paving not only improves the looks of the building and grounds b':'t makes it much easier and more economical in caring for the building. It keeps much of the dirt and dust out of the building which increases the life of the floors with less maintenance and custodial care. Paving is a responsibility of the Board of Education. Many times the Board can get grading and paving assistance from the County Commissioners and the State Highway Department.
2. Parking Areas. Today, 'in this modern age, more and more school children are driving cars to school. Thus it is becoming more important to provide parking areas for the cars. These areas should be so located as to provide maximum safety for the children, and they should be paved for easier maintenance. Paving will also improve the looks of the grounds.
3. Play Areas. It is desirable to have the playground on the side or rear of the building so that it is easier to grow and maintain an attractive lawm at the front of the building. The play areas should also be located so that there will not be any hazards from automobiles. Suitable and adequate playground equipment should be provided. In those areas where it is possible, grass areas should be maintained.
4. Areas for Beautification and Landscaping. These areas are usually found around the edge or border of the building and in front of the building. (a) Grass, shrubbery, and trees should be planted in designated areas that are set aside for beautification.
B. Responsibil ity. 1. The Board of Education and Superintendent. The leadership and money for a good grounds program rests with the above authorities. Without active interest from the Board and Superintendent, an outstanding program cannot be initiated. 2. Principals. The Principal provides the local leadership in the program. It is his responsibility to promote school pride in his teachers, students, and custodians. Out of this achievement will grow a desire for grounds beautification and with it a desire on the part of the teachers, students, and custodians to help achieve it. 3. Patrons, Civic Groups, and P. T. A. Grounds improvement is a perfect project for civic groups and P. T. A. organizations to take an active part in. Money and work are both needed for the project, and it is one where results can be seen immediately to the satisfaction of the porticipants.
C. Procedure. 1. Planning. The first step in a good grounds improvement program is a long range plan to which all efforts are directed. The plan should include the proper laying out of the drives, parking areas, play areas, walks, and areas to be beautified. Detailed plans need to be made for
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the kind and location of the trees, shrubbery, and grass. These plants should be native as far as possible and should be adaptable to the soil available. The Office of School Plant Services will lend assistance in this program if their services are desired and a request for them is made to this office. 2. Planting. The planting of trees, shrubbery, and grass is usually a function of the Central Maintenance Deportment and the custodial staff under the supervision of the Principal of the individual school. 3. Maintenance and Care of Grounds. (a) The grass needs to be cut as needed. This is either a function of the Central Mainte-
nance Department or the custodial staff or sometimes both. A well kept lawn adds much to the beauty of the building. (b) The shrubbery needs to be kept pruned and not allowed to grow up over the windows of the building. If the shrubbery grows up covering ports of the windows, it not only looks unkept but cuts out light to the classrooms. The trimming of shrubbery is usually a function of the custodial staff. (c) The grounds need to be kept clean of all trash at all times. A littered school ground advertises in headlines the fact that the occupants of the building care little for their school and do not have pride in their work.
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BIBLIOGRAPHY AND ACKNOWLEDGEMENTS
1. Alanson D. Brainard, Handbook for School Custodians. (Fifth printing), University of Nebraska Press 1948.
2. H. S. Conover, Grounds Malntenanc. Handbook. Second Edition, F. W. Dodge Corporation 1958. (Note: This is an excellent book).
3. K. P. Grabarklewlcz, Henry H. Linn, and Leslie C. Helm, Th. School Custodian's Hous.Icplng Handbook. Bureau of Publications, Teacher's College, Columbia University 1948.
4. W. Fred Heisler, The Prhlclpals of Science, Applied to the Problems of School Custodians and Engin..rs. College Book Store, Oklahoma A. & M. College 1939.
5. J. L. Landes and Merle R. Sumption, Planning Functional School Buildings. Harper & Brothers 1957.
6. Ray L. Martin, Handbook and Instructor's Manual for Public School Custod.ian - Engineers. Revised 1938. The State Department of Vocational Education, Austin, Texas.
7. Mississippi State Department of Education, Report of Vocational Training School for Janitors. (1940) Department of School ~uildlng Service, Clarkesdale City Schools, Clarkesdale, Mississippi.
8. Laurence Parker, Job and Information SIt.... In Houseke.plng for Janitor - Engln.ers. Kansas State Board for Vocational Education 1940.
9. C. E. Reeves and H. S. Ganders, School Building Management. Bureau of Publications, Teacher's College, Columbia University, New York City 1935.
10. Adel F. Throckmorton, Self. Ratln, Scale for Custodians. State Department of Public Instruction, Topeka, Kansas.
11. U. S. Office of Education, Improving School Custodial Servlc Bulletin 1949, No. 13 Washington, D. C. 12. Nelson E. Viles, Th. Custodian At Work. The University Publishing Co. 1941. 13. Wilmington Public School Board of Educ~tion, Manual for Custodians. Wilmington, Delaware. 14. G. F. Womcrathi Efflcl.nt Busln.ss Administration of Public Schools. Bruce Publishing Company,
Milwaukee, Wisconsin. 1932. 15. National Sanitary Association. 16. American Society of Heating, Refrigeration, and Air Conditioning Engineers.
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