The success of any high school depends largely upon the planning of its building. The wise planning of a high-school building requires familiarity with school needs and processes, knowledge of the best approved methods of safety, lighting, sanitation, and ventilation, and ability to solve the educational, structural, and architectural problems presented by the particular building. Moreover, to secure modern facilities without undue expense, the architect must be a master of methods of space economy; and to provide for future changes and enlargements he must understand methods of securing elasticity in the plan. The development of successful secondary school plants, whether for senior, junior, or four-year comprehensive high schools, must be governed first and foremost by adaptation to local needs and educational policies. School plants, like school curriculums, are indigenous and cannot be successfully transplanted. A successful school plant in one community may prove an educational misfit and a monument to waste in another. To be sure, there are certain universal principles applicable to all school buildings, such as safety, adequate natural light, ventilation, practical economy, and impeccable architecture. At the same time the requirements for health and recreation, for citizenship, and for vocation are variable and depend far more on the needs of each school community, the ability of that community to meet the needs, and the type of organization of the various educational activities proposed than upon any set of standards. The most that a report of this kind can do is to enumerate certain conclusions that are the outcome of successful practice. A consideration of them will in no way tend to minimize the necessity for a study of local needs. As long as educational objectives change, and as long as community needs vary, just so long will the outstanding consideration in the art of school planning and construction be the successful adaptation of a school plant to the local educational program. The Bulletin is presented in two parts. Part I includes: (1) General statement; (2) What adaptation involves; (3) Elements common to all schools; (4) Architecture; (5) The component parts of the secondary school plant; (6) Interior finish and trim; (7) Equipment; and (8) Summary. Part II includes: (1) Small high schools; and (2) Annexes and alterations. [This document was drafted by William B. Ittner, architect and school specialist, who is a member of the committee on the administration of secondary education.] (Contains 38 plates and 1 footnote.) [Best copy available has been provided.]